Abstract
This paper reports on part of an ethnographic study of a class participating in Swedish municipal adult education. The study focuses on decision‐making and the power‐play between students and teachers, viewed as a negotiation. The qualitative analysis resulted in a conceptual system for describing the negotiations. Using this system, characteristics of the decision‐making process are described. One of the findings was that uniform explicit rules for decision‐making were lacking. Another was that students influenced decisions on certain topics, not because they were invited to do so, but at their own initiative. Students tried to influence the allocation of time and space for their studies, but left the use of time for the teachers to decide. One conclusion was that the students’ subordination was conditional.
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