Turning rural knowledge into “nothing” or “something”
From the perspective of the Swedish education system, rural knowledge does not seem to be particularly important. Many young people in rural areas have deep and important knowledge that is invisible in school and during school time, both to teachers and to the young people themselves. This paper examines knowledge used in agriculture and animal husbandry, a type of knowledge that is particularly uFrom the perspective of the Swedish education system, rural knowledge does not seem to be particularly important. Many young people in rural areas have deep and important knowledge that is invisible in school and during school time, both to teachers and to the young people themselves. This paper examines knowledge used in agriculture and animal husbandry, a type of knowledge that is particularly u
