Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Æstetiske læreprocesser: At arbejde sanseligt med en designproces
No full textDenne artikel behandler begrebet æstetiske læreprocesser i relation til voksnes æstetiske arbejde i en række tekstile håndværksfag og tager sit udgangspunkt dels i teorien om de æstetiske grundregler og læreprocesser og dels i eksempler fra praksis, som er hentet fra mit arbejde som lektor på professionsbacheloruddannelsen i tekstildesign, -håndværk og formidling på Københavns Professionshøjskole. Begrebet æstetiske læreprocesser er en bred betegnelse for den proces, der foregår, når et æstetisk indtryk opleves og bearbejdes sanseligt og analytisk enten i form af en æstetisk erkendelse eller et æstetiske udtryk. For at understøtte dette begreb yderligere inddrages teorier om kreativitet og læring, idet det sanselige, æstetiske arbejde er tæt forbundet med såvel det legende og eksperimenterende som de grundlæggende faglige kompetencer inden for et håndværksfag. I mine eksempler arbejder de studerende med tekstile fag som beklædning, strik, broderi og tekstiltryk, men de generelle didaktiske og æstetiske overvejelser har en sådan karakter, at de lader sig udbrede til andre dele af det håndværksfaglige felt. Keywords: æstetik, æstetiske læreprocesser, æstetiske grundregler, æstetisk virksomhed, kreativitet, leg, sanselighed.Denne artikel behandler begrebet æstetiske læreprocesser i relation til voksnes æstetiske arbejde i en række tekstile håndværksfag og tager sit udgangspunkt dels i teorien om de æstetiske grundregler og læreprocesser og dels i eksempler fra praksis, som er hentet fra mit arbejde som lektor på professionsbacheloruddannelsen i tekstildesign, -håndværk og formidling på Københavns Professionshøjskole. Begrebet æstetiske læreprocesser er en bred betegnelse for den proces, der foregår, når et æstetisk indtryk opleves og bearbejdes sanseligt og analytisk enten i form af en æstetisk erkendelse eller et æstetiske udtryk. For at understøtte dette begreb yderligere inddrages teorier om kreativitet og læring, idet det sanselige, æstetiske arbejde er tæt forbundet med såvel det legende og eksperimenterende som de grundlæggende faglige kompetencer inden for et håndværksfag. I mine eksempler arbejder de studerende med tekstile fag som beklædning, strik, broderi og tekstiltryk, men de generelle didaktiske og æstetiske overvejelser har en sådan karakter, at de lader sig udbrede til andre dele af det håndværksfaglige felt. Keywords: æstetik, æstetiske læreprocesser, æstetiske grundregler, æstetisk virksomhed, kreativitet, leg, sanselighed
A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong: A Governmentality Perspective
No full textEnglish holds significant importance as a foreign language in Mainland China and Hong Kong, where ongoing curriculum revisions are shaped by economic and sociocultural advancements. Previous research on English Language Teaching (ELT) curriculum comparisons in Asia has frequently overlooked the exploration of underlying sociocultural and socio-political factors that contribute to the observed similarities and differences. Adopting a governmentality Perspective informed by Dean\u27s analytics of government theory, this cross-cultural comparative study investigates the ELT curricula in senior secondary schools in Mainland China and Hong Kong. Through this analysis, the study explores how sociocultural and socio-political factors interact to influence the educational landscapes. By examining the dimensions of problematizations, rationalities, techne, and teleology within the curricula, the research uncovers common challenges, rationales, approaches, and objectives, as well as distinctions arising from the unique sociocultural, political, and economic contexts of Mainland China and Hong Kong. This examination underscores the profound impact of these contextual factors on ELT curriculum design, contributing valuable insights to the cross-cultural discourse. Furthermore, the findings lay the groundwork for future research and policy development in the realm of ELT curricula, emphasizing the need for additional studies employing diverse methods and focusing on the implemented and experienced curriculum in senior secondary schools to provide a comprehensive understanding of English language education in both Mainland China and Hong Kong
Kunstnere og kunstprogram i skolen
No full textWhite Paper 18 (Meld. St. 18 2020-2021) as well as public reports and evaluations call for pupils\u27 participation and long-term art/school collaboration in The Cultural Schoolbag. This article examines opportunities and challenges in five long-term and student-active art programs carried out at five schools in Norway. It examines a) what experiences the artists gain through their long-term and student-active art practice in school, and b) whether and how the models Art Program and The Teaching Artist’s Competence are useful for the artists in implementing the art programs.
The research material refers to the artists\u27 own reflection and final reports, and art practice documented through the researcher\u27s log associated with observation, mentoring, practice visits, and joint gatherings with the ten artists. Reference is also made to contextual theory studies related to arts in education, The Cultural Schoolbag and teaching artists.
The study finds that the art programs were well received and appreciated by students and teachers. At the same time, there seems to be untapped potential in partnerships between artists, teachers, and schools. There is a need for clarification of roles and a closer collaboration between the artists and teachers, and to link the art programs closer to the school context and the school\u27s other content. Conversations and reflection associated with the Art Program and The Teaching Artist models were experienced as useful for the development and implementation of the five art programs. It contributed to a common vocabulary and strengthened the conversations about roles and challenges associated with the form and content of the work.
Cover photo: Marit UlvundStortingsmelding 18 (Meld. St. 18 2020-2021) så vel som offentlige rapporter og evalueringer etterlyser elevenes medvirkning og langsiktige kunst/skolesamarbeid i Den kulturelle skolesekken. Denne artikkelen undersøker muligheter og utfordringer i fem langsiktige og elevaktive kunstprogram i fem ulike skoler i Norge, og er gjennomført i samarbeid med ti kunstnerne. Den undersøker a) hvilke erfaringer kunstnerne gjorde seg gjennom sin langsiktige og elevaktive kunstpraksis i skolen, og b) om og hvordan modellene Kunstprogram og Kunstnerlærerens kompetanse var nyttige for kunstnerne i gjennomføring av kunstprogrammene.
Forskningsmaterialet referer til kunstnernes egne refleksjons- og sluttrapporter, og kunstpraksis dokumentert gjennom forskerens logg tilknyttet observasjon, veiledning, praksisbesøk og fellessamlinger med de ti kunstnerne. Videre henvises det til kontekstuelle teoristudier relatert til kunst i utdanningen, Den kulturelle skolesekken og kunstnerlærere.
Studien viser at kunstnerne opplevde at kunstprogrammene ble godt mottatt og ble verdsatt av elever og lærere. Samtidig fant vi at det finnes uutnyttet potensiale i partnerskap mellom kunstnere og lærere/skoler. Det ble avdekket et behov for en rolleavklaring og et tettere samarbeid mellom kunstnerne og lærere, og på den måten knytte kunstprogrammene nærmere skolekonteksten og skolens øvrige innhold. Samtaler og refleksjon tilknyttet modellene Kunstprogram og Kunstnerlærer ble opplevd som nyttige for utvikling og gjennomføring av de fem langsiktige kunstprogrammene. Dette i særlig grad fordi det skapte et felles vokabular og gav mulighet for å snakke om både ulike roller og utfordringer tilknyttet arbeidets form og innhold.
Forsidebilde: Marit Ulvun
Hands on! : Materialbaserte og kunstneriske utforskinger og uttrykk gjennom stop-motion animasjon
No full textThis article examines an educational animation project involving Early Childhood Education students through an art-based research methodology. The project focuses on exploratory and creative digital practices using material-based stop-motion animation. Both the 2017 Framework Plan for Kindergartens and the 2020 National Curriculum for primary, lower secondary, and upper secondary education emphasize the importance of children and pupils working exploratively and creatively with and through digital technologies. Consequently, there is a need to develop and discuss how such practices can be designed and implemented. The article explores the connections between materials and digital technologies in creative work with stop-motion animation, promoting an exploratory practice that is in line with children\u27s and pupils\u27 bodily ways of learning. The theoretical framework is rooted in theories of embodiment, highlighting how cognition is deeply intertwined with the materialities of our environment. Our cognition is shaped through interactions with our surroundings and by shaping materials with our hands.Artikkelen bygger på et utdanningsfaglig animasjonsprosjekt med studenter i barnehagelærerutdanninga. Gjennom en kunstbasert forskningsmetodologi undersøkes en utforskende og skapende digital praksis som involverer materialbasert stop-motion animasjon. Både Rammeplan for barnehagen fra 2017 og Kunnskapsløftet fra 2020 legger klare føringer for at barn og elever skal arbeide utforskende, kreativt og skapende med og gjennom digitale teknologier. Det er derfor behov for å utvikle og drøfte hvordan slike praksiser kan utformes og være. I artikkelen diskuteres koblinger mellom materialer og digitale teknologier i skapende arbeid med animasjon, og en utforskende praksis som er i tråd med barns og elevers kroppslige måter å lære på. Det teoretiske rammeverket knytter seg til embodiement-teorier som understreker hvordan vår kognisjon er dypt sammenvevd i omgivelsens materialiteter. Vi formes gjennom interaksjon med omgivelsene og gjennom å gripe og forme i et materiale med hendene
Læring i teknologifag: Opplæringen for yrker innenfor industriteknologi for å møte kravene til det 21. århundrets arbeidsliv og kompetansebehov
No full textIn the light of the technological evolution of Industry 4.0, learning factories have emerged as a crucial platform for developing technological competence. However, there has been growing concern that the human aspect and the significance of sustainability are being overlooked. In this discussion, we have explored six different articles that address various aspects of learning factories. We have also critiqued the limitations inherent in Industry 4.0 and proposed the concepts of Industry 5.0 and Society 5.0, which emphasize innovation and a more human-cantered approach.
As an alternative to the traditional definition of a learning factory, we have developed a new definition that considers these aspects: "A learning factory is a learning environment where processes and technologies are based on a real industrial area that allows a direct approach to value chains, production, and work processes. Learning is anchored in a business-organizational context and incorporates shifts in society and the economy. Sustainability and innovation are central, with balancing economic development in light of societal and climate challenges being part of the learning factory\u27s context. The learning factory is based on didactic thinking with an emphasis on experiential and problem-based learning. A philosophy of continuous improvement is developed through the participants\u27 own actions and interactive involvement." This definition is designed to guide our empirical work with the learning factory at Raufoss. The intention is that it can contribute to a more holistic and future-oriented understanding of the learning factory as a vocational didactic concept.I lys av den teknologiske utviklingen i Industri 4.0 har læringsfabrikker blitt en viktig arena for å utvikle teknologisk kompetanse. Men det har vært en økende bekymring for at det menneskelige aspektet og betydningen av bærekraft har blitt oversett. I denne diskusjonen har vi tatt utgangspunkt i seks ulike artikler som omhandler forskjellige aspekter av læringsfabrikker. Vi har også kritisert begrensningen som ligger i Industri 4.0 og trukket inn konseptene Industri 5.0 og Samfunn 5.0 som legger vekt på innovasjon og en mer menneskeorientert tilnærming.
Som et alternativ til den tradisjonelle definisjonen av læringsfabrikk, har vi utviklet en ny definisjon som tar hensyn til disse aspektene: "En læringsfabrikk er et læringsmiljø, hvor prosesser og teknologier er basert på et ekte industriområde som tillater en direkte tilnærming til verdikjeder, produksjons – og arbeidsprosesser. Læringen forankres i en virksomhetsorganisatorisk sammenheng og tar opp i seg skiftene i samfunn og økonomi. Bærekraft og innovasjon er sentralt, der balansering av økonomisk utvikling i lys av samfunns- og klimautfordringer er en del av læringsfabrikkens kontekst. Læringsfabrikken er basert på didaktisk tenkning med vekt på erfarings – og problembasert læring. Kontinuerlige forbedringsfilosofi utvikles gjennom deltakernes egne handlinger og interaktive involvering." Denne definisjonen er utformet for å guide vårt empiriske arbeid med læringsfabrikken på Raufoss. Intensjonen er at den kan bidra til en mer helhetlig og fremtidsrettet forståelse av læringsfabrikk som yrkesdidaktisk konsept
How compatible are the governing documents of Swedish authorities? A comparison between the Swedish National Agency for Education’s and the National Board of Health and Welfare’s competence requirements for elderly care staff – with a focus on norms and v: En jämförelse mellan Skolverkets och Socialstyrelsens kompetenskrav på äldreomsorgens personal – med fokus på normer och värderingar
No full textThe Swedish education for assistant nurses, offered at the secondary level in upper secondary school and adult education, has undergone significant transformations to ensure competent personnel in elderly care. An explorative document analysis was conducted to investigate how norms and values are expressed in the regulations of the Swedish National Agency for Education and the National Board of Health and Welfare, and the knowledge and competence requirements for elderly care personnel.
The analysis reveals a discrepancy between the National Board of Health and Welfare’s competence requirements, which include specific laws and regulations not addressed in the Swedish National Agency for Education’s governing documents. Concerning culture, norms, and values, students are expected to learn about other cultures and to treat care recipients from diverse backgrounds. This expectation suggests an assumption of pre-existing knowledge and adoption of societal norms, despite nearly half of the health care students in adult education being foreign-born.
Drawing on the theory of situated learning, the analysis emphasizes the political landscape of practice to understand the significance of regulatory authorities for communities of practice in education and elderly care. The vocational teachers’ awareness of different parts od this landscape is crucial. The article also highlights the teacher’s key role in bridging the differences identified between the authorities’ binding regulations within the educational context. A conclusion drawn is that more knowledge is needed about where and how norms and values are conveyed and discussed in the communities of practice in adult education and elderly care.Den svenska utbildningen till undersköterska är på gymnasial nivå och finns både på ungdomsgymnasiet och i vuxenutbildningen. För att säkerställa kompetensen hos äldreomsorgens personal i Sverige har både utbildningen och yrket undersköterska genomgått stora förändringar de senaste åren.
En explorativ dokumentanalys har genomförts som synliggör hur normer och värderingar uttrycks i myndigheterna Skolverkets och Socialstyrelsens bindande föreskrifter som behandlar utbildning samt kunskaps- och kompetenskrav för äldreomsorgens personal. Analysen visar att dessa politiskt styrda aktörer ibland har olika begreppsapparater, vilket exempelvis återspeglas i de lagrum som accentueras i respektive föreskrifter. En diskrepans gäller Socialstyrelsens kompetenskrav på vilka lagar och förordningar som personalen ska ha kunskap om, vilka inte återfinns i Skolverkets styrdokument. När det gäller kultur, normer och värderingar ska eleverna lära sig om andra kulturer och hur omsorgstagare med annan bakgrund ska bemötas. Detta skulle kunna tolkas som att de redan förväntas besitta kunskap om och ha tillskansat sig de normer och värderingar som finns i samhället men framför allt inom äldreomsorgen, samt har anammat och kan applicera dem i arbetet – trots att nära hälften av de yrkeselever som väljer att läsa en vård- och omsorgsutbildning på vuxenutbildningen idag är utrikesfödda. I analysen har begrepp från teorin om situerat lärande använts. Begreppet politiskt praktiklandskap är centralt för att förstå betydelsen av myndigheternas föreskrifter för utbildningens och äldreomsorgens praktikgemenskaper, och vikten av yrkeslärarnas kunskapsförmåga, det vill säga att ha kunskap om stora delar av praktiklandskapet, framträder. Vidare diskuteras hur läraren får en nyckelroll för att i utbildningen överbrygga de skillnader som identifierats mellan de två myndigheternas bindande föreskrifter. En slutsats som kan dras är att mer kunskap behövs om var och hur normer och värderingar förs fram och diskuteras i praktikgemenskaperna vuxenutbildning och äldreomsorg.Vocational education at upper secondary level in Sweden is conducted both in upper secondary school and in adult education. Among the vocational students in adult education over 40 percent choose to study a healthcare programme, with about half of these students being foreign-born. Both the education programme and the occupation of assistant nurse have undergone significant changes as part of the efforts to ensure the competence of the elderly care workforce. The political actors, the National Agency for Education and the National Board of Health and Welfare, issue binding regulations that the communities of practice, here the vocational education and the elderly care, are expected to follow. Based on these binding regulations, an inductive document analysis has been conducted with a focus on norms and values. The documents have been compared and subsequently the analysis has been deepened further using the theory of situated learning. The regulations of both communities of practice exhibit a considerable alignment regarding the knowledge and competence expected of assistant nurses, with some exceptions. The National Agency for Education and the National Board of Health and Welfare don’t always employ the same conceptual frameworks, which is reflected in the legal frameworks emphasized by the political actors in their respective regulations. With regards to culture, norms, and values the students are expected to learn about other cultures and how care recipients with different backgrounds should be approached, according to the regulations. This can be interpreted as an expectation that the students already possess knowledge of and have embraced the Swedish norms and values and can work accordingly. One conclusion that can be drawn is that more knowledge is needed regarding where and how norms and values are brought forward and discussed within the communities of practice of adult education and elderly care.
 
The transformative potential of textbooks: Food waste knowledge and pedagogical text styles in Finnish Home Economics, Geography, and Biology textbooks
No full textEducation is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students\u27 perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices
“Because they have technology”: A comparative study of sustainable development discourses among secondary school teachers in Tanzania and Norway
No full textOver the last forty years, the concept of sustainable development has gained attention in large parts of the world. With it comes the need for comparative research on how the concept is understood in different contexts.
This article is a comparative discourse analysis of how Tanzanian and Norwegian secondary school teachers conceptualize sustainable development. By applying Laclau and Mouffe’s (2014) discourse apparatus, I trace articulations of sustainable development across Tanzanian and Norwegian discourses.
The findings indicate that the Tanzanian teachers in the study primarily conceptualize sustainable development within a socioeconomic discourse, while the Norwegian teachers are rooted in an environmental discourse. The teachers are also embedded in a Western exceptionalism discourse constructed around the myth of “the West” as sustainable, and favour solutions emerging from Western technology and innovation. However, the study also finds that there is a critical discourse opposing this articulation of “the West”
Exploring Child Standpoint Theory in Early Childhood Education: A Pathway for Cross-Cultural Comparisons
No full textThis empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child\u27s education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach
Literature cartographies: Reimagining methodologies through geographical found-poems in arts therapy
No full textIf traditional literature reviews in academia tell stories of what is known about a topic, this article proposes a way to engage in this knowing differently through cartography, geography, and poetry, informed by Baradian theory. This writing details the creative method developed to think-with literature using geography as a mapping strategy, called ‘literature cartographies’. Through affective engagement with literature, geographical found-poems are presented that tell stories of how place shapes identity in arts therapy across the globe. The creative method of literature cartographies disrupts traditional literature review writing by inviting us to consider expanding how we tell and are affected by literature stories