Abstract: This chapter explores the importance of education for post-institutional citizenship. The experience is taken from a Swedish institution, Folåsa, over a ninety-year period. The results show that the students gained formal qualifica- tions and probably also valuable knowledge in connection with their stay. The institution was in many ways a “total institution” in Goffman’s sense, and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students.

Teachers had a central role in the students’ lives and could decide on their own how the teaching would be designed, which learning materials would be used, and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching.

With the help of courses on citizenship and social life, students would be trained to become independent individuals and take part in society, and thus, according to Biesta’s concept, subjectivized. The study indicates that teaching was not only part of the institution’s everyday routines, but that the individual’s ability and needs were ascribed importance for future citizenship. The idea of a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time devoted to education was aimed at both ensuring a smooth-functioning institution with clear day-to-day routines and creating good conditions for active adult citizenship in society.