Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Nordiske tillitsreformer
No full textHigh levels of trust have long been a cornerstone of the Nordic welfare states, but in recent decades they have been challenged by governance models oriented toward control and reporting. In response, Denmark, Sweden, and Norway have developed trust reforms aimed at strengthening professional autonomy, reducing bureaucracy, and improving the quality of public services. This article discusses the reforms in light of three governance paradigms – traditional public administration, New Public Management, and new public governance – and illustrates how trust can both challenge and be combined with established models. A comparison of the three countries highlights pragmatic and recurring reform waves in Denmark, a research-based but weakly implemented initiative in Sweden, and a Norwegian variant rooted in tripartite cooperation and local pilots. The municipal sector emerges as a key arena, where “soft” measures such as value-based frameworks and leadership development dominate, while “hard” structural changes remain more limited.Høye tillitsnivåer har lenge vært en grunnpilar i de nordiske velferdsstatene, men som i de senere tiår har blitt utfordret av kontroll- og rapporteringsorienterte styringsmodeller. Som et svar på denne utfordringen, har Danmark, Sverige og Norge har utviklet tillitsreformer som søker å styrke profesjonell autonomi, redusere byråkrati og forbedre kvaliteten i offentlige tjenester. I denne artikkelen diskuterer vi reformene i lys av tre styringsparadigmer – tradisjonell offentlig administrasjon, ny offentlig styring og ny offentlig samstyring – og illustrerer hvordan tillit både kan utfordre og kombineres med etablerte modeller. Sammenlikningen mellom de tre landene viser pragmatiske og gjentatte reformbølger i Danmark, en forskningsbasert, men svakt implementert satsing i Sverige, og en norsk variant forankret i trepartssamarbeid og lokale piloter. Kommunesektoren fremstår som en nøkkelarena, der «myke» tiltak som verdiforankring og ledelsesutvikling dominerer, mens «harde» strukturelle endringer er mer begrenset
Multimodala resursers mediering i slöjdundervisning med nyanlända elever
No full textDenna artikel belyser hur multimodala resurser används och medierar mening mellan slöjdlärare och nyanlända elever i slöjdundervisning. Syftet är att identifiera och beskriva hur multimodala resurser används av slöjdlärare och nyanlända elever i interaktion dem emellan utifrån de resurser som finns tillgängliga i slöjdklassrum. Studiens empiriska material är insamlat med hjälp av videodokumentation i årskurs 8–9 i grundskolans slöjdundervisning. Materialet har dels analyserats i sin helhet, dels på mikronivå. Sociokulturella utgångspunkter om kunskap och lärande och ett multimodalt perspektiv har använts för att synliggöra hur olika resurser samverkar. Utifrån artikelns fokus om hur slöjdundervisningens multimodala resurser används mellan slöjdlärare och nyanlända elever åskådliggör resultaten betydelsen av hur de olika resurserna samverkar till en helhet i interaktioner dem mellan, och hur de multimodala resurserna medierar mening för eleverna. Videoutdragen beskriver hur de multimodala resurserna blir centrala i lärsituationerna, dels utifrån hur de används mellan slöjdlärare och nyanlända elever, dels hur de används och ger mening av eleverna. Vidare visar resultaten betydelsen av att slöjdlärarna och de nyanlända eleverna kan läsa av varandras multimodala handlingar i de interaktioner som uppstår. Artikeln synliggör både möjligheter och begränsningar med de multimodala resurser som slöjdlärare och nyanlända elever använder sig av i slöjdundervisning för att skapa mening.
Sökord: slöjd, slöjdundervisning, nyanlända elever, multimodalitet, interaktion, videosekvenserDenna artikel belyser hur multimodala resurser används och medierar mening mellan slöjdlärare och nyanlända elever i slöjdundervisning. Syftet är att identifiera och beskriva hur multimodala resurser används av slöjdlärare och nyanlända elever i interaktion dem emellan utifrån de resurser som finns tillgängliga i slöjdklassrum. Studiens empiriska material är insamlat med hjälp av videodokumentation i årskurs 8–9 i grundskolans slöjdundervisning. Materialet har dels analyserats i sin helhet, dels på mikronivå. Sociokulturella utgångspunkter om kunskap och lärande och ett multimodalt perspektiv har använts för att synliggöra hur olika resurser samverkar. Utifrån artikelns fokus om hur slöjdundervisningens multimodala resurser används mellan slöjdlärare och nyanlända elever åskådliggör resultaten betydelsen av hur de olika resurserna samverkar till en helhet i interaktioner dem mellan, och hur de multimodala resurserna medierar mening för eleverna. Videoutdragen beskriver hur de multimodala resurserna blir centrala i lärsituationerna, dels utifrån hur de används mellan slöjdlärare och nyanlända elever, dels hur de används och ger mening av eleverna. Vidare visar resultaten betydelsen av att slöjdlärarna och de nyanlända eleverna kan läsa av varandras multimodala handlingar i de interaktioner som uppstår. Artikeln synliggör både möjligheter och begränsningar med de multimodala resurser som slöjdlärare och nyanlända elever använder sig av i slöjdundervisning för att skapa mening.
Sökord: slöjd, slöjdundervisning, nyanlända elever, multimodalitet, interaktion, videosekvense
Kan tosprogede elever være ordblinde? Problemrepræsentation af ordblindhed og tosprogede elever i dansk uddannelsespolicy
No full textDyslexia is the most common cause of reading and writing difficulties, yet bilingual students diagnosed with dyslexia are significantly underrepresented in Danish public schools. This article examines how knowledge about dyslexia and bilingual students is constructed and problematised in educational policies on emu.dk, using Carol Bacchi’s WPR approach (What’s the Problem Represented to Be?). The analysis reveals a clear distinction between the categories, where dyslexia is primarily understood as a neurobiological condition, while bilingual students’ reading difficulties are framed through a linguistic and deficit-oriented perspective that focuses on their Danish language proficiency and reading comprehension. This discursive separation results in bilingual students’ reading difficulties rarely being recognised as related to phonological decoding challenges or dyslexia. The article discusses the potential implications of this representation for educational practices, including challenges in detecting and supporting bilingual students with dyslexia, as well as how policies may contribute to underdiagnosis, overdiagnosis, and misdiagnosis of this student group.Dyslexia is the most common cause of reading and writing difficulties, yet bilingual students diagnosed with dyslexia are significantly underrepresented in Danish public schools. This article examines how knowledge about dyslexia and bilingual students is constructed and problematised in educational policies on emu.dk, using Carol Bacchi’s WPR approach (What’s the Problem Represented to Be?). The analysis reveals a clear distinction between the categories, where dyslexia is primarily understood as a neurobiological condition, while bilingual students’ reading difficulties are framed through a linguistic and deficit-oriented perspective that focuses on their Danish language proficiency and reading comprehension. This discursive separation results in bilingual students’ reading difficulties rarely being recognised as related to phonological decoding challenges or dyslexia. The article discusses the potential implications of this representation for educational practices, including challenges in detecting and supporting bilingual students with dyslexia, as well as how policies may contribute to underdiagnosis, overdiagnosis, and misdiagnosis of this student group
Professionals’ Working Conditions and Turnover Intentions in Norwegian Child Protection Institutions: A Comparison Across Ownership Models
No full textThis study compares the working conditions and turnover intentions of professionals in Norwegian residential child protection institutions across public, for‑profit, and non‑profit ownership, using survey data from 870 professionals. Apart from work-family balance, professionals in for‑profit institutions report less favourable conditions across key risk dimensions—notably, weaker collegial support, lower‑quality professional leadership, and greater work pressure. Turnover intentions are significantly higher in for‑profit institutions, which is largely attributed to a more limited scope for professionalism. These findings are discussed in light of institutional theory. In sectors where organisations compete for users, investment in professional expertise may be a strategy to enhance attractiveness. By contrast, in contexts where users are allocated providers, as in residential child protection, competition for public contracts may incentivise cost-cutting, flexible staffing, and selective bids for target groups that place particular demands on staff—dynamics that potentially heighten work pressures while reducing investment in professional competence
Lokale rammefaktorer og lærerroller på tresløydens vegne
No full textThis article is based on fieldwork conducted at nine primary schools in the Oslo region. The main objective of the fieldwork has been to establish a knowledge base for the development of a digital learning resource for the project "Skill Ladder for Woodworking". What should a digital learning resource offer to ensure that even more students can gain experience with woodworking in primary school? Through the analysis, profiles are created that specify the conditions at each school. The local conditions set the premises for how the teacher can perform their work – what is possible and not possible to do – and the roles teachers assume are described through the analysis.
We have encountered dedicated teachers who strive to give students the opportunity to learn woodworking despite very limited budgets, as well as teachers who have ample tools and materials but lack subject-specific expertise. The diversity in the conditions for teaching woodworking is vast, too vast. The article identifies five learning points for the development of a digital learning resource tailored for the current situation. At the same time, the study highlights the need for earmarked funds and minimum standards for conditions to provide all primary school students with professionally grounded education in woodworking.Denne artikkelen springer ut av et feltarbeid på ni grunnskoler i Osloregionen, der lærere ble intervjuet i skolens verksted for trearbeid. Feltarbeidets primæroppgave var å etablere et kunnskapsgrunnlag for utviklingen av en digital læringsressurs i prosjektet «Ferdighetstrapp for tresløyd». I denne artikkelen brukes det samme empirigrunnlaget til å undersøke hvordan lokale rammefaktorer legger premisser for lærernes yrkesutøvelse og undervisning i tresløyd. Analysen viser stor variasjon mellom skolene når det gjelder verkstedsfasiliteter, materialbudsjetter og kollegastøtte. Det som er mulig å gjøre på en skole, er umulig å gjøre på en annen skole. Lærerne har hver sine unike handlingskontekster å operere i, og de har ulik kompetanse i trearbeid. Artikkelen identifiserer ni roller som lærerne inntar som respons på handlingsrommet de lokale rammefaktorene tilbyr. Ved noen skoler er det helt marginalt at undervisning i tresløyd kan gjennomføres, og lærerne må mobilisere ekstraordinær innsats i roller som dugnadsleder eller håndverker på kommunalt sparebluss. Ved andre skoler legger rammene til rette for undervisning i tresløyd, og lærerne kan ta roller som mester og ledestjerne. Artikkelen bidrar til å belyse handlingsrommet for undervisning i tresløyd, og konkluderer med at det for store forskjeller mellom skolene. Et lokalt ansvar må følges av et nasjonalt ansvar for å skape ressurser. Etablering av retningslinjer og standarder for spesialrom, materialbudsjetter og lærerkompetanse er prekært for å sikre at alle elever kan få læringserfaringer i tresløyd i grunnskolen.
Keywords: tresløyd, rammefaktorer, lærerroller, handlingsrom
Learning challenge accepted – or not? Designing T-shirts or demanding personalized garments
No full textThis research studies garment design and production as an integrated learning assignment. In this type of setting, students face – often implicit – design constraints arising from the production phase: time, cost and material resources, but also students\u27 knowledge and skills related to processes, tools, technical structures and technologies. The qualitative data analysis revealed that skill level did not dictate the level of learning challenge undertaken, and that not all novices\u27 work remained limited to simple designs and structures. We discuss tailoring pedagogical practices according to students\u27 needs by balancing familiarity with the challenge and the possibilities of circumstance-based design. We also suggest that, together with students\u27 beliefs about the learnability of design creativity, all constraints should be openly discussed
Intercultural Learning through Crafts in a Nordic-Baltic Context
No full textA Nordplus-funded project titled ‘Higher Education on Craft Traditions’ was established to facilitate collaboration and knowledge sharing in safeguarding craft traditions in the Nordic-Baltic region. The purpose of this study was to gain knowledge on the intercultural learning outcomes achieved during an intensive craft week that took place in March 2023. This case study describes the contents of this intensive week and analyses the participating students’ reflections (N = 14) on their learning outcomes using thematised content analysis. The main findings were thematised as hands-on crafting and deepening of craft knowledge and intercultural interaction and learning. The results highlight the various possibilities that higher education craft students realise for crafts as a means of facilitating intercultural communication and safeguarding traditions from the past for both the present and the future
Leder. FormAkademisk åpner nå for forslag til fagfeller fra forfatterne
No full textAt this year’s meeting of the Editorial Team and Editorial Board of FormAkademisk, on the last Friday in November, the problem of obtaining peer reviewers to review articles, a problem shared by many other scientific journals, was put on the agenda. It was agreed that when submitting articles, authors are to be encouraged to enter suggestions for at least two peer reviewers, preferably more, in the field Comment to the editor. To avoid doubts about impartiality, peer reviewers cannot have professional or personal ties to the article author(s). Authors are also given the opportunity to name people they think should not be peer reviewers because they may have a conflict of interest. This may apply if an article contains criticism of a theory or other research result that was published by the person(s), for example. However, to make it very clear, it is always the Section Editor(s) who decide who will be peer reviewers of articles submitted to FormAkademisk.På årets møte for redaksjonen og redaksjonsrådet i FormAkademisk siste fredag i november ble problemene med å skaffe fagfeller til å vurdere artiklene, i likhet med mange andre vitenskapelige tidsskrift, satt på dagsorden. Det ble enighet om å åpne for at forfatterne ved innsending av artikler oppfordres til å legge inn forslag om minst to fagfeller, gjerne flere, i feltet Kommentar til redaktøren. For å unngå tvil om habilitet kan ikke fagfeller ha profesjonelle eller personlige bånd til artikkelforfatter(ne) som kan innebære tvil om habilitet. Forfatterne får også mulighet til å navngi personer de mener ikke bør være fagfelle fordi de kan ha en potensiell interessekonflikt. Det kan f.eks. gjelde hvis en artikkel inneholder kritikk av en teori eller annet forskningsresultat som tidligere er publisert av en annen. For å gjøre det helt klart, det er alltid seksjonsredaktør(ene) som avgjør hvem som skal være fagfeller i FormAkademisk
Distilling design methodologies for additive manufacturing from case studies
No full textAdditive manufacturing (AM) is a palette of digital fabrication tools which has quickly established itself as one of the key prototyping methods used during design development processes. Nevertheless, end product applications of AM are rare and usually limited to high end customised niches, such as medical implants or one of a kind, expensive and high-performance objects (Attanasio, 2022). The lack of more daily examples of successful AM end products despite a matured technology raises the question whether there are no real niches for AM end products or if designers have not yet been able to identify and address them. We argue that a lack of suitable design methodologies (DM) integrating modern understanding of AM is at least partially responsible for the lack of progress. In this paper we analyse the current state of AM applications for end product manufacturing and propose a bottom-up approach for creating AM for DM from case studies to address the lack of available literature in the field
Reflection on racialization, whiteness, and researcher positionality as \u27not-quite-white\u27 in the field of educational studies
No full textThis article draws on two autoethnographic vignettes from an ethnographic field study conducted in a Danish elementary school over six months. By unfolding two vignettes from photo-elicitation interviews (PEIs), the study analyses how researcher positionality relates to students’ experiences of marginalization and makes feelings of being racialized or othered come to the fore. The study proposes the notion of ‘sticky’ emotion and affect as an analytical lens that provides a more critically reflexive analytical framework to address the interactions between the researcher, racialized students, positionalities, and the research process. The purpose of this paper is to contribute to the discussion and reflection on racialization and whiteness to challenge the pull of racialization. The theoretical framework draws on the concepts of whiteness and racialization, which is followed by methodological reflections on researcher positionality.
Keywords: researcher positionality, vignette, affect, ‘sticky’ emotion, racialization, whiteness, Nordic exceptionalism, ethnography, racialized student