Att ha hittat hem i folkhögskolan och ändå skämmas: Dubbla känslor bland deltagare i folkhögskolans allmänna kurs

Abstract

This article explores how participants in preparatory courses for further and higher education at Swedish folkhögskolor (adult education folk high schools) perceive their studies. It aims to contribute to a deeper understanding of their experiences within this unique educational context. Previous research has highlighted tensions between teachers’ perceptions of student engagement and the significance of recognition, as well as between the folk high school’s ideal of voluntariness and the fact that many participants enroll due to the labor market pressures. The study draws on data from semi-structured interviews with 24 participants enrolled in the preparatory course at a school in an urban Swedish setting during 2023. The analysis is informed by concepts of class, identity, respectability and shame and identifies three central themes: ambivalence toward the perceived quality and low status of the education; distinctions and negotiations surrounding respectability; and experiences of social shame and the use of masking strategies. While participants generally value their studies, they struggle with uncertainty and shame concerning their educational choices and how others perceive them. To cope with these challenges, they engage in strategies of renegotiation, concealment and establishment of social distinctions. These insights can support teachers in fostering recognition and more inclusive educational encounters within the folk high school environment.