Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Attuning to what’s in/out of tune: From listening-as-usual to opening up more parts of the world to love in music education research and practice
No full textWhat does human exceptionalism and a human-centred analysis do to what counts as music, education and education research? This article troubles that question by ‘sticking’ to a video clip of two boys performing a song on a beach in rural Norway. Through a diffractive method of ‘Listening without Organs’, it traces the agency of sound waves and explores music education’s entanglement with everyday life. Through an agential realist analysis of the video clip as a phenomenon, we argue for the porosity of taken-for-granted research concepts such as ‘data’, research ‘site’, research ‘participants’, theories and methods. Knowledge-making as a worlding practice troubles human exceptionalism and opens up more parts of the world to love in music education research and practice. By extending the theory and practice of listening to include more-than-human and ‘lesser’-human sounds, concepts such as music, education and children are also stretched and opened up
Studentmobilitet for kvalitet i høyere utdanning: Hva kan vi lære av stemmer fra Zambia og Tanzania?
No full textStudent mobility has long been a desired form of internationalization in higher Education in Norway. Previous research shows increased personal, professional and intercultural competencies after their stay in Zambia and Tanzania. In this paper, we shed light on how cooperation partners in Zambia and Tanzania, through equal knowledge exchange and positions, can contribute to strengthening the quality of student mobility from Norway. We conducted qualitative interviews with six coordinators in Zambia and Tanzania to learn from their reflections regarding student mobility from Norway. The themes discussed in the interviews are student mobility, global justice and de-colonial awareness. The theoretical framework is critical pedagogy and de-colonialization, which analyses power, positions, and pluriversity in international cooperation. Our findings indicate the reproduction of colonial structures and more academic responsibility to colleagues in Zambia and Tanzania, and they suggest adequate preparations with particular learning outcomes to increase the quality of student mobility
How to write a Continuing Medical Education (CME) paper for Radiographers and other healthcare professionals – a tutorial
No full textAbstract
Continuing Medical Education (CME) papers is a method for healthcare professionals to gain new knowledge, learn new technologies and procedures and keep up with advances in their respective fields. Healthcare professionals have a lifelong responsibility to learn throughout their professional career.CME papers generally outline a specific case, topic, or challenge in the medical field. They often conclude with an individual assessment, such as a 10-question multiple-choice exam, to test the learners understanding of the material.Unfortunately, radiographers, nurses and other medical healthcare professionals working in the Nordic countries do not have abundant access to Continuing Professional Development (CPD) programs, which are designed to help professionals to engage and enhance skills, knowledge and abilities. Even without formal CPD programs, radiographers must stay updated to maintain high professional standards. Nordic healthcare professionals can still benefit from reading and writing CME papers and participate in CME assessments.CPD are widely used in many other European countries such as UK and Ireland. Therefore, CME papers can be a way to facilitate new qualifications or knowledge
The Role of Educational Science in Professional Knowledge: Student Teachers’ Reflections
No full textThe significance of theoretical knowledge for professional practice is widely acknowledged, but how students in professional education construct meanings of their major subject remains understudied. This study examined how primary student teachers reflect on the role of educational science in their professional knowledge. Textual data were collected after their first practicum in a Finnish primary teacher education programme. Discourse analysis identified four discourses. In the discourse of depth, educational science enabled a thorough understanding of pupils. In the discourse of multifacetedness, simultaneous consideration of multiple aspects of teaching was evident. In the discourse of topicality, teachers could stay updated regarding the knowledge society through educational science. The discourse of systemicity underscored the contribution of educational science to societal progress. This study provides a better understanding of student teachers’ professional knowledge in curriculum development and programme design within teacher education
Förord: NordFo konferensen AI Make Slöjd - Kontextualisering och konkretisering
No full textEditorialFöror
Towards good higher education partnerships: A co-constructed model
No full textThis research examines elements of global higher education (HE) partnerships and the roles of dialogue(s) and co-creation in knowledge production aimed at fostering sustainable partnerships. By studying and reflecting on the processes of global South–North HE partnership building, this research sheds light on the complexities and opportunities of developing meaningful relationships. Limited understanding of what constitutes a good partnership and synergy between Sustainable Development Goals (SDGs) 4 and 17 raises questions about how to foster sustainable partnerships at both local and global levels. This article presents findings from partnership dialogues among academic and administrative staff from African and Finnish universities, all experienced in HE partnerships. The data comprise responses from a questionnaire and a multi-stakeholder workshop addressing what constitutes a good partnership. The findings result in a generic metaphoric model that depicts our view of a partnership as a butterfly comprising two (institutional) wings interconnected by various relationships that enable individuals in HE institutions to engage in dialogue(s), reflect on existing practices, and build more equitable and sustainable collaborations. We conclude that the foundations of solid, transformative HE partnerships are developed through collaboration and co-creation among individuals. This study contributes to international education by demonstrating how dialogue and co-creation within HE partnerships can advance sustainability across global contexts while also fostering critical reflection and scaling up action-oriented, reciprocal institutional transformation
Misrepresentation and Silence in United States History Textbooks: The Politics of Historical Oblivion
No full textFortellerens kroppslige erfaring: A/r/tografisk praksis i lærerutdanningen
No full textThrough an a/r/tographic approach, this article aims to articulate bodily experiences derived from storytelling practices in Early Childhood Education and school settings, and to explore how these experiences influence and expand the understanding of teaching practices within teacher education. The article links an a/r/tographic approach to a body phenomenological perspective. This methodology acknowledges bodily and personal experiences as processes that are continuously interacting with their surroundings and the world, through the dynamics of touching and being touched. The material consists of the a/r/tographer\u27s bodily experiences, organized from three positions related to proximity and distance: 1) Balanced, 2) Close, and 3) Distanced. Central to the discussion are reflections on the potential interactions that emerge between the storyteller and the child, and in novel ways between the teacher and the students. This approach seeks to contribute to broadening perspectives on teacher educators\u27 practices and to enhance and nuance the interaction between teacher educators and students, proposing three possible positions for proximity and distance.
Photo: Ingvild Olsen OlaussenGjennom en a/r/tografisk tilnærming har denne artikkelen til hensikt å artikulere kroppslige erfaringer fra en fortellerpraksis i barnehage og skole, og utforske hvordan disse erfaringene påvirker og utvider forståelsen av undervisningspraksis innen lærerutdanning. I artikkelen settes den a/r/tografiske tilnærmingen i dialog med et kroppsfenomenologisk perspektiv. Metodologien anerkjenner kroppslige og personlige erfaringer som prosesser som kontinuerlig samhandler med omgivelsene og verden, gjennom dynamikken av å berøre og bli berørt. Materialet består av a/r/tografens kroppslige erfaringer, organisert fra tre posisjoner relatert til nærhet og distanse: 1) Balansert, 2) Tett på, og 3) Distansert. Sentralt i diskusjonen er refleksjoner over de potensielle interaksjonene som oppstår mellom fortelleren og barnet, og på nye måter mellom underviseren og studentene. Med denne tilnærmingen søker jeg å bidra til å utvide perspektivene på lærerutdanneres praksis og å utvide og nyansere samspillet mellom lærerutdannere og studenter, ved å foreslå tre mulige posisjoner av nærhet og distanse.
Foto: Ingvild Olsen Olausse
Brown researcher, white schools:: Racialized positionality in ethnographic research on (anti)racism
No full textThis article is a cross-racial reflexive analysis between a biracial brown researcher and two researchers racialized as white in the same research project on (anti)racism in Finnish lower secondary schools. Building on three vignettes, the authors highlight several ways in which a researcher\u27s racialized position as non-white and as white can impact ethnographic fieldwork in a context dominated by Nordic Exceptionalism and normative whiteness. The authors problematize the position of insider gaining access and gatekeepers’ trust, before looking intersectionally at the dynamic of being a racial outsider, the conflicts and affects that come with it, and conclude with the onto-epistemological challenges of doing school ethnographic research and contributing to antiracist knowledge production. This contribution crystalizes under-researched dilemmas that call for the development of new ethnographic designs which center researchers’ racial positions and further reflection on the ethical, methodological and ontological implications of producing data on racism at school
Multicultural and multilingual educator professionalism
No full textThis article investigates how multicultural and multilingual educator professionalism unfolds as a dynamic phenomenon among educators in Danish and Swedish preschools and primary schools. Reflexive dialogues were produced with educators in three different action research studies. These dialogues were analysed by employing conceptual approaches of educator professionalism, equity pedagogy, and multicultural and multilingual education. The analyses show how the educators: (i) critically examine their constructions of pupils/children, (ii) develop increasingly broad views on how knowledge and learning can be productively produced in classroom interaction, and (iii) show awareness about societal language ideologies. The educators’ nuanced reflections on their own pedagogical practices displayed contradictions and ambivalences. We argue that the educators’ reflections point to possible renewals of pedagogical practices that place multiculturalism and multilingualism at the centre of educator professionalism