Tensions in the meeting between institutional logics and identities in Swedish folk high schools

Abstract

Swedish folk high schools previously held an autonomous position with their own courses, specially trained teachers and the teachers’ association. With the introduction of market-like structures in adult education a variety of providers including folk high schools have become involved in the competition for public and private educational commissions. This article focuses on the tensions at folk high schools when perceived dependence on income from competitive commissions results in new practices that challenge existing institutional values. The impact of the changed conditions is experienced differently, although interviews with staff at different folk high schools indicate a growing gulf not only between the leadership and the teachers, but also between the new practice and what was traditionally considered to be the core values of folk high schools.