The article reflects, in a critical mode, on the cultural basis of modern Sudanese visual art as perceived by Zein Alabdin, the late Sudanese art historian.

The text argues for the reconsideration of inverted perspective as an heuristic tool in historical research. The interpretations of inverted perspective presented by Oskar Wulff, André Grabar, and Gervase Mathew are taken as starting point for a developed

Women inside and outside the framework. On the concept of popular education and gender.

The article discusses making gender the scientific focus of the definition of the consept of popular education used by practitioners and researchers. Popular education generally includes the activities pursued in folk high schools, educational associations and at public libraries. This narrow definition has made much of the educational work done by women invisible. One way to broaden the consept is to focus more on the intention than the institutions. This gives the advantage of making perceptible educational activities that have taken place outside these institutions. A focus on the participants gives the opportunity to find the children whose activities have implicitly been separated from the concept of popular education, at the same time that much of women´s work has concerned children. A focus on the concepts of private and public are also fruitful since many female educational projects, for example textile study circles and book circles, were, and still are, pursued in the borderland between private and public life. The main issue is finally: who has the privilege of defining what popular education is? Throughout the major part of the twentienth century men have had the preferential right of interpretation, an interpretation which mainly emanated from the concept of class. Consequently, women had to be educated and cultivated, but only on the conditions of men.