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Adult education as a Community of Practice -- Foreign-born students navigating participation in education at a Swedish Folk High School.

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Title: Adult education as a Community of Practice -- Foreign-born students navigating participation in education at a Swedish Folk High School.
Authors: Uppman, Therese1 therese.uppman@ju.se, Bjursell, Cecilia1 cecilia.bjursell@ju.se, Hedegaard, Joel1 joel.hedegaard@ju.se
Source: Australian Journal of Adult Learning. Apr2026, Vol. 66 Issue 1, p46-69. 24p.
Subject Terms: *Adult education, *Immigrants, *Foreign students, *Folk high schools
Geographic Terms: Sweden
Abstract: This study explores how migrant students navigate participation in educational settings at a Swedish Folk High School. Drawing on the theory of Communities of Practice (CoP), the research examines how learners engage with the three modes of belonging--mutual engagement, joint enterprise, and shared repertoire--and how these modes influence their participation in a learning community. Using ethnographic methods, including shadowing of four students, and interviews with four students and five teachers, the study reveals that participation is not only about acquiring academic knowledge but also about negotiating legitimacy, identity, and access to shared practices. While some students align with the expectations of the learning community, they also engage in more fluid, quasi-community dynamics, where roles and expertise are negotiated rather than fixed. Language barriers, differing educational expectations, and cultural norms present both opportunities and challenges for inclusion. The findings underscore the need for inclusive pedagogical practices that recognise diverse learner trajectories and support participation. Understanding migrant students' challenges requires teachers to reflect on how their own norms shape educational expectations and interactions. [ABSTRACT FROM AUTHOR]
Copyright of Australian Journal of Adult Learning is the property of Copyright Agency Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Adult education as a Community of Practice -- Foreign-born students navigating participation in education at a Swedish Folk High School.
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  Data: <searchLink fieldCode="JN" term="%22Australian+Journal+of+Adult+Learning%22">Australian Journal of Adult Learning</searchLink>. Apr2026, Vol. 66 Issue 1, p46-69. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br />*<searchLink fieldCode="DE" term="%22Folk+high+schools%22">Folk high schools</searchLink>
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  Data: This study explores how migrant students navigate participation in educational settings at a Swedish Folk High School. Drawing on the theory of Communities of Practice (CoP), the research examines how learners engage with the three modes of belonging--mutual engagement, joint enterprise, and shared repertoire--and how these modes influence their participation in a learning community. Using ethnographic methods, including shadowing of four students, and interviews with four students and five teachers, the study reveals that participation is not only about acquiring academic knowledge but also about negotiating legitimacy, identity, and access to shared practices. While some students align with the expectations of the learning community, they also engage in more fluid, quasi-community dynamics, where roles and expertise are negotiated rather than fixed. Language barriers, differing educational expectations, and cultural norms present both opportunities and challenges for inclusion. The findings underscore the need for inclusive pedagogical practices that recognise diverse learner trajectories and support participation. Understanding migrant students' challenges requires teachers to reflect on how their own norms shape educational expectations and interactions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australian Journal of Adult Learning is the property of Copyright Agency Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        StartPage: 46
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      – SubjectFull: Adult education
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Foreign students
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      – SubjectFull: Folk high schools
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      – SubjectFull: Sweden
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              Text: Apr2026
              Type: published
              Y: 2026
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