Folkhemmets röst : radion som folkbildare 1925-1950

Sammanfattning: The present thesis deals with radio and adult education. It shows how Swedish radio, in cooperation with the governing authorities, the academic and (primarily) radical elite, succeeded in popularizing the ideaof the folkhem and its ideology, with the ambition of both modernizing and democratizing the Swedish population en masse. These efforts stemmed from a variety of phenomena working in tandem, of which the adult education movement was the most energetic and active. A special ”lecture” department was created in 1931 with one of the foremost adult educators in the country, Yngve Hugo, as its first director. A vast reform programme for the benefit of the Swedish people was initiated with the help of radio; with that ”social engineering” entered the broadcasting studios. The instruments used in this task were seriesoflectures, ”radio-circles” and printed study material.This mission was supported by a unique paragraph in the charter between the government and Swedish radio (AB,Radiotjänst), stating that radio is required to promote adult education via uplifting entertainment, educational programmes and by establishing contact with the various eduational organizations. During the 30s and 40s radio became an educational institution like any other. Its ideology was based on central and national values, giving priority to ”highbrow” academic subjects and promotingwelfare and modernity. Local voices were at first silenced in favour ofthe ”finest” scholars and specialists.This was part of a public service ideology with a strong centralist view of education.The very signum ofthe lecture department during the 30s and 40s was ”university extension”. Scientific thinking and the idea ofthe ”active citizen” was promoted in the radio series created specially for thelistening circles. Despite democratic ambitions, propaganda efforts are evident. The strong influence exercised by educational institutions made the lecture genre very tenacious and a parade of professors, scientists and experts took possession of radio. Participation of working class people, women, and the young was found lacking, until reportage, interviews and direct contact with the audience challenged the one-way nature ofthe communication and made the medium more oral. Important factors in generating new forms were the mobile technology and some innovative individuals. ”Hometown reportage” and ”housewife programming” made it possible for ordinary people to enter the medium as participants.The ”radio circle” project was conducted until the end of 40s, when fading interest on behalf of the educational movement and a new perception of radio as a medium produced a new mentality, and anew, critical journalism was introduced to the medium. Journalists were eager to distance themselves from the idea of radio as a ”school” with an expressed pedagogical profile. This process was hastened by changes in the conditions for educational work brought on by the new government report on education in 1946 in tandem with the professionalization of radio journalists. Radio’s main educational task became to encompass the entire populace, not to satisfy special interest groups. To do so, radio needed to include more entertaining aspects in its educational efforts. The power of radio as popular educator lay in its potential for stimulating a thirst for knowledge and creating understanding and insight. Beside the neohumanistic and civic educational ideals, radio promoted new educational ideals of a social and psychological nature, with goals formulated by the individual her/himself.