Promoting Democratic Citizenship Through Non-Formal Adult Education: The Case of Denmark

The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding, non-formal, adult education institutions have...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2009-08, Vol.53 (4), p.347-362
Main Authors: Milana, Marcella, Sørensen, Tore Bernt
Format: Article
Language:English
Subjects:
Adult Education
Case Studies
Citizenship
Citizenship Education
Cultural Context
Democracy
Democratic Values
Denmark
Education
Educational Practices
Foreign Countries
High Schools
Instructional Development
Interviews
Learning
Learning Activities
learning for democratic citizenship
non-formal education
Nonformal Education
Program Evaluation
Teacher Attitudes
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Summary:The article presents selected findings from in-depth case studies of two non-formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding, non-formal, adult education institutions have worked to foster the acquisition of civic competencies among young adults, and thus contributed to learning for democratic citizenship. The analysis highlights that negotiation of meaning is never value-free; nonetheless teachers play a key role in securing a learning environment that allows for a multiplicity of views to be expressed and mutually recognized. Furthermore, the communication flow between learning institutions and the public sphere constitutes a crucial dimension for raising students' awareness of societal matters at both local and global level. The authors argue that, despite the particularity of the socio-cultural context that characterised the study, the above mentioned dimensions are of general interest for those involved in designing and managing learning activities for democratic citizenship in varying contexts.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313830903043125