Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
The Folk high school: institutional characteristics and pedagogical practices, 15 credits
Folkhögskolan som särskild utbildningsform och didaktisk verkstad, 15 hp
912G31
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Single subject courseExaminer
Helena CollianderCourse coordinator
Helena CollianderDirector of studies or equivalent
Sofia NyströmContact
ECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| Single subject course (One-quarter-time, Day-time) | Spring 2021 | 202104-202203 | Swedish | Linköping, Valla | ||
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XExamination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Two grade scale, older version, U, GOther information
Course revised 2020-04-02; Dnr LiU-2020-01361Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
About teaching and examination language
The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows:
If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
If teaching language is English, the course as a whole is taught in English. Examination language is English.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SEM3 | Seminar | 1 credits | U, G |
| OBL3 | Oral presentation | 1.5 credits | U, G |
| SEM4 | Participation and submission | 2.5 credits | U, G |
| SRE3 | Written presentation | 2 credits | U, G |
| SRE4 | Observation and written presentation | 3 credits | U, G |
| OBL4 | Lesson and reflection | 3 credits | U, G |
| GRE3 | Thematic lesson | 2 credits | U, G |
Course literature is preliminary.
Regulary literature
Books
Abrandt Dahlgren, Madeleine, Carlsson, Irma, (2009) Lärande på vuxnas vis : vetenskap och beprövad erfarenhet 1. uppl. Lund : Studentlitteratur, 2009
ISBN: 9789144042763
Andersson, Per, Colliander, Helena, Harlin, Eva-Marie, (2020) Om folkhögskolan : en särskild utbildningsform för vuxna. Upplaga 1 Lund : Studentlitteratur, [2020]
ISBN: 9789144133300
kap. 2, 3, 5, 6, 9137-160 Andersson, P. Harlin, E.-M. & Tsagalidis, H. Bedömning av kunskap inom folkhögskolan
s. 67-86. Colliander, H., Harlin, E.-M., Andersson, P Vem är folkhögskolläraren?
Colnerud, Gunnel, Colnerud, Gunnel, Granström, Kjell, (2015) Respekt för lärarprofessionen : om lärares yrkesspråk och yrkesetik. 4., rev. och uppdaterade uppl. Stockholm : Liber, 2015
Dysthe, Olga, (2003) Dialog, samspel och lärande Lund: Studentlitteratur.
Fejes, A. , Lärandets mångfald.
s. 265-279 Harlin, E.-M. (2013). Att se sig själv i lärarrollen: om vuxenpedagogik och folkbildning
Nordgren, Kenneth, Odenstad, Christina, Samuelsson, Johan, (2017) Betyg i teori och praktik : ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium. Tredje upplagan Malmö : Gleerups, [2017]
s. 39-48. Jansdotter, Samuelsson, M. & Samuelsson, J. (2017). Betyg i relation till genus, social bakgrund och etnicitet
S. 9-20. Nordgren, K. & Odenstad, C. (2017). Betyg och ämnesdidaktisk bedömning
S. 59-72. Nordgren, K. (2017). Kunskap och betyg
Articles
Åkesson, E. (2016). , Normer, normmedvetenhet och normkritik Skolverket, Amphi, Production
Beniwa Johnson, D. & Åkesson, E. , Normkritisk pedagogik – ett sätt att motverka strukturell rasism i skolan Skolverket 2017
Korthagen, Fred, Vasalos, Angelo, Levels in Reflection: Core Reflection as a Means to Enhance Professional Growth 11(1), s. 47-71
Paldanius, Sam, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, Originator, Sär-skild folkhögskolepedagogik?: Erkännandets didaktik i folkhögskolor
Websites
Statskontoret, En folkbildning i tiden – en utvärdering utifrån syftena med statsbidraget. Slutrapport http://www.statskontoret.se/publicerat/publikationer/2018/en-folkbildning-i-tiden--en-utvardering-utifran-syftena-med-statsbidraget.-slutrapport/
Other
Folkbildningsrådet (2013). Folkbildningens vägval och vilja.
Folkbildningsrådet (2016). Riktlinjer för arbetet med etik och gränsdragning
Folkbildningsrådet (2020). Folkbildningens betydelse för samhället 2019: Folkbildningsrådets samlade bedömning. Stockholm: Folkbildningsrådet.
Globala målen
Prop 2013/14:172. Allas kunskap – allas bildning.
Rörelsefolkhögskolornas idéorganisation (RIO) (2019) Idéprogram.
Additional literature
Books
Abrahamsson, Kenneth , (2016) Folkbildningens frihet och värde: metaperspektiv på folkhögskolor och studieförbund Folkbildningsrådet, Stockholm
Biesta, Gert, (2014) The beautiful risk of education. Boulder : Paradigm Publishers, c2014
Brade, Lovise, (2008) I normens öga : metoder för en normbrytande undervisning. Stockholm : Friends, 2008
ISBN: 9789163332890
Fejes, Andreas, Muhrman, Karolina, Nyström, Sofia, (2020) Om vuxenutbildning och vuxnas studier : en grundbok. Upplaga 1 Lund : Studentlitteratur, [2020]
Gustavsson, Bernt, Andersdotter, Gunnel, Sjöman, Lena, (2009) Folkhögskolans praktiker i förändring 1. uppl. Lund : Studentlitteratur, 2009
ISBN: 9789144055473
Illeris, Knud, (2018) Contemporary theories of learning : learning theorists... in their own words. Second edition London : Routledge, 2018
s 243-259 Biesta, G Interrupting the policies of learning
Kalonaityté, Viktorija, (2014) Normkritisk pedagogik : för den högre utbildningen. 1. uppl. Lund : Studentlitteratur, 2014
ISBN: 9789144084107
Österlind, Karolina, (2006) Begreppsbildning i ämnesövergripande och undersökande arbetssätt : studier av elevers arbete med miljöfrågor. Stockholm : Pedagogiska institutionen, Stockholms universitet, 2006
(s. 9-23 och s. 56-65)
Articles
Gyberg, Per, Anshelm, Jonas, Hallstrom, Jonas, Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching
Other
Inspiration för undervisning kring hållbar utveckling:
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it.
| Name | File name | Description |
|---|---|---|
| kurslitteratur vt-21 912G31 | kurslitteratur vt-21 912G31.pdf |