Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Reducing inequalities among species through an arts-based inquiry in early childhood teacher education
No full textThis article is based on a study in outdoor arts-based education with Norwegian early childhood teacher students. Their teachers of drama and art & crafts (also the researchers and authors of this article) facilitated the specific arts-based learning environments and posed the following question: Which qualities of arts-based learning environments can challenge students to seek toward reduction of inequalities between themselves and more-than-human others?
Four narratives were constructed from four of the students’ visual, verbal and audio presentations of their experiences from the outdoor places they engaged with. The students described their processes of connecting to the more-than-human inhabitants of those places, and more-less explicitly expressed changes in their attitudes toward the inhabitants and materials encountered at the places. The narratives, and their analysis, make visible how the students’ arts-based engagements challenged their anthropocentric values and could potentially lead to reduction of inequalities between themselves and the more-than-humans they met at the places. The discussions at the end of the article focus on the first part of the research question and sum up four qualities of the arts-based environments that were present in the four narratives. These qualities are imagination, self-initiated actions, emphatic connections, and time for aesthetic engagement.
Cover photo: "Student D" (anonymous"
Barns refleksjoner om forholdet mellom natur og mennesker i litterære samtaler om bildeboka De to gamle og livets tre
No full textThis article explores a unique reading project involving a group of 4-5-year-old kindergarten kids and the French picture book Les Deux Vieux et l’Arbre de vie [The Two Elders and the Tree of life] by Patrick Fischmann, illustrated by Martine Bourre (2013). The project was a literary outreach project, and part of the artistic research project Lydhør i Kongsgården, focusing on the theme of seeds. The article delves into the expression of children\u27s reflections on the relationship between nature and human beings within the context of literary conversations with the children.
Significantly, this project aligns with the United Nations\u27 SDG No. 15, "Life on Earth," which places special emphasis on the conservation and development of forests. The project was inspired by a pedagogical approach to child-centric reading, emphasizing the children\u27s autonomy and their capacity for constructing meaning (Solstad, 2015). Additionally, it draws on the ecocritical analysis model known as The Phyto Analyzes Map (Guanio-Uluru, 2021) to shed light on the complex interplay between trees and human beings as portrayed in children\u27s literature.
Throughout the project, the children exhibited playful and thought-provoking reflections, particularly regarding the biological and nutritional conditions required for seed germination, as presented in the book. Moreover, they generated imaginative suggestions for novel forms of interaction between people and trees, grounded in an empathetic approach that considers the needs of both trees and people.Denne artikkelen utforsker et leseprosjekt som involverer en gruppe 4-5 år gamle barnehagebarn og den franske bildeboka Les deux vieux et l’arbre de vie [De to gamle og livets tre] av Patrick Fischmann, illustrert av Martine Bourre (2013). Prosjektet var et litterært formidlingsprosjekt, og en del av det kunstneriske forskningsprosjektet Lydhør i Kongsgården, med fokus på temaet frø. Artikkelen fordyper seg i hvordan barna uttrykker sine refleksjoner over forholdet mellom natur og mennesker innenfor konteksten av litterære samtaler med barna.
Prosjektet har relevans for FNs bærekraftsmål nr. 15, "Livet på jorda", som legger spesiell vekt på bevaring og utvikling av skoger. Prosjektet var inspirert av en pedagogisk tilnærming til lesing for barn, med vekt på barnas autonomi og deres evne til å konstruere mening (Solstad, 2015). I tillegg bruker vi den økokritiske analysemodellen kjent som The Phyto Analyzes Map (Guanio-Uluru, 2021) for å kaste lys over det komplekse samspillet mellom trær og mennesker slik det er fremstilt i barnelitteraturen.
Gjennom hele prosjektet viste barna lekne og tankevekkende refleksjoner, spesielt angående de biologiske og ernæringsmessige forholdene som kreves for frøspiring, som presentert i boken. Dessuten genererte de fantasifulle forslag til nye former for interaksjon mellom mennesker og trær, basert på en empatisk tilnærming som tar hensyn til behovene til både trær og mennesker
Non-linear maker pedagogy in Finnish craft education
No full textThis research explores the use of a non-linear maker pedagogy for implementing a major change in the Finnish national core curriculum. The latest curriculum change (2014) introduced so-called transversal competences, but also a major change for the subject of crafts: ‘multi-material’ crafts that involve former separately taught textile and technical crafts both now introduced to all pupils. These changes set the stage for in-service teacher training, as well as for pedagogical solutions, such as a non-linear maker pedagogy and closer collaboration between technical and textile craft teachers. A non-linear maker pedagogy refers to an approach combining several features: a shift from individual learning and solo teaching to collaborative knowledge-creating learning, opportunities for collective invention and improvisation, pupil-centred situated inquiry and the creation of artefacts that combine material and digital realms. In this collective case study, we interviewed six teachers who co-taught non-linear maker projects in six different schools. Through a qualitative content analysis, we identified successes and challenges regarding the use of a non-linear maker pedagogy, pupil collaboration and teaching digital skills through robotics and e-textiles. In the interviews, teachers reflected on their work mainly by describing their pupils’ accomplishments, reactions and learning. These reflections indicated similar challenges and successes, suggesting that the variation between pupils and pupil groups was larger than that between schools. Furthermore, we discuss whether the selected pedagogical approach was unduly ambitious. Despite all the challenges, most of the teachers expressed their commitment to developing their teaching practices along the lines of a non-linear maker pedagogy.Keywords: Co-teaching, Curriculum change, Digital skills, Non-linear maker pedagogy, Pupil-directed situated inquiryThis research explores the use of a non-linear maker pedagogy for implementing a major change in the Finnish national core curriculum. The latest curriculum change (2014) introduced so-called transversal competences, but also a major change for the subject of crafts: ‘multi-material’ crafts that involve former separately taught textile and technical crafts both now introduced to all pupils. These changes set the stage for in-service teacher training, as well as for pedagogical solutions, such as a non-linear maker pedagogy and closer collaboration between technical and textile craft teachers. A non-linear maker pedagogy refers to an approach combining several features: a shift from individual learning and solo teaching to collaborative knowledge-creating learning, opportunities for collective invention and improvisation, pupil-centred situated inquiry and the creation of artefacts that combine material and digital realms. In this collective case study, we interviewed six teachers who co-taught non-linear maker projects in six different schools. Through a qualitative content analysis, we identified successes and challenges regarding the use of a non-linear maker pedagogy, pupil collaboration and teaching digital skills through robotics and e-textiles. In the interviews, teachers reflected on their work mainly by describing their pupils’ accomplishments, reactions and learning. These reflections indicated similar challenges and successes, suggesting that the variation between pupils and pupil groups was larger than that between schools. Furthermore, we discuss whether the selected pedagogical approach was unduly ambitious. Despite all the challenges, most of the teachers expressed their commitment to developing their teaching practices along the lines of a non-linear maker pedagogy.Keywords: Co-teaching, Curriculum change, Digital skills, Non-linear maker pedagogy, Pupil-directed situated inquir
Uformell tegning og formell tegneundervisning sett i lys av teori om lek : Om professor Liv Merete Nielsens bidrag for å fremme visuell kompetanse
No full textThe article aims to shed light on children\u27s drawing processes from a sociocultural perspective through Margareta Öhman\u27s play-theoretical contributions. Öhman has the sociocultural theorist Lev Vygotsky\u27s theory as perspective in her understanding of the importance of play in children\u27s lives. Play can give children a wide range of experiences. Öhman describes the characteristics of play based on the following criteria: The strain of play is spontaneous and voluntary, fun, requires active engagement, does not have clear goals, is guided by motivation and provides a sense of control. Several of these characteristics can be recognized on the arena of informal drawing processes among kindergarten children and schoolchildren. Self-initiated and self-directed playful drawing processes with tools such as pencils, markers, brushes and paints are the analytical research units. The research question is therefore: How can informal drawing processes be understood as play and how can this understanding help support children and students in visually controlled drawing processes in formal drawing lessons? The case study is used as a methodological approach to explore two cases of informal drawing processes, one from kindergarten and one from school. In informal drawing, mastering the same visual expressions is often part of the playful universe. Mastering a universe when playing together and mastering the same visual expressions by modelling is part of the discovery. Modelling and mimesis (Nielsen 2019), becomes a possible entrance to link features of informal drawing processes, what Öhman calls inspiration for imitation, to the formal drawing pedagogy in schools and kindergartens. This may be a possible motivation for learning to draw, thus promoting what professor Liv Merete Nielsen defines as visual literacy, that is, visual competence to create and understand images and drawings.Artikkelen har som mål å belyse tilnærminger til tegning som synliggjør professor Liv Merete Nielsens bidrag til visuell kompetanse i opplæringen ved å belyse barns tegneprosesser ut ifra et sosiokulturelt perspektiv. Margareta Öhman sosiokulturelle lek-teoretiske bidrag beskriver lekens kjennetegn ut ifra følgende kriterier: Stammen av leken er spontan og frivillig, morsom, krever aktivt engasjement, har ikke tydelige mål, styres av indre motivasjon og gir en følelse av kontroll. Flere av disse karakteristikkene kan kjennes igjen i barnehagebarns og skolebarns uformelle, det vil si selvinitierte og selvstyrte, tegneprosesser i lek med verktøy som blyanter, tusjer, pensler og maling. Problemstillingen er derfor: Hvordan kan uformell tegning forstås som lek og hvordan kan denne forståelsen være med på å støtte barn og elever i visuelt kontrollerte tegneprosesser i formell tegneundervisning? Kasusstudie benyttes som metodologisk tilnærming for å utforske to kasus av uformelle tegneprosesser, en fra barnehage og en fra skole. I uformell tegning er det å mestre de samme visuelle uttrykkene ofte en del av leken. Å sammen beherske et univers i leken og å mestre de samme visuelle formuttrykkene ved modellering er en del av funnet. Modellering og mimesis blir en inngang til å kunne knytte trekk ved uformelle tegneprosesser, det Öhman kaller inspirasjon til imitasjon, til den formelle tegneundervisningsarenaen i skole og barnehage. Dette kan være en mulig motivasjon for å lære å tegne, og dermed fremme det professor Liv Nielsen kaller visual literacy, det vil si visuell kompetanse til å skape og forstå bilder og tegninger
En hilsen : fra det første deltidsstudentkullet på master i estetiske fag, studieretning Fagdidaktikk: kunst og design
No full textLiv Merete Nielsen har banet vei for en allmenn forståelse for det store arbeidet kvinner tradisjonelt har jobbet med, og som de har fremmet i skolen med den tanke om at hode, hjerte og hender arbeider sammen – alltid! Liv Merete har arbeidet for at våre arbeidsvilkår i skolen skal bedres, og for en lønnsmessig rettferdighet. I tillegg har hun forstått samtiden ved å ha kunnskap om det historiske bakteppet, samt orientert seg mot fremtiden
Dear Liv
No full text…for me you are a bright, wise, and compassionate woman and an exemplary academic, providing an embracing environment for her colleagues. I was most fortunate to be introduced to you first in 2018 for the preparations of the Learn X Design 2019 Ankara conference. That initial shy communication conducted via emails, turned into regular online meetings when I joined the DRS EdSIG convening group in late 2019, and then into intense engagements as we started working collectively for the Learn X Design 2021 Jinan conference. Many were involved with their hard work and valuable contribution, but your involvement in particular, has been a motivation for me in the process. We spent many productive hours in online meetings, organizing the event, and building the background to realise it. I love the tapestry that you have behind you on screen in the background, and I love that it is you who have made it. I love you telling us that you will go skiing after the meeting. I can actually imagine you in your suit, grasping your gear, and starting to ski immediately as you step out of the cabin. That is how skilled and talented I find you. Many times, I have felt a reciprocal understanding between the two of us, which has always been reassuring and encouraging. I have learned a lot from you.
Thank you for being a friend
Romtidmaterialisering og subjektivering: Kunst- og håndverksdidaktikk under posthumane betingelser
No full textThrough a market-liberal education policy, school and education are trapped under historical conditions that can be understood through a definition of a posthuman predicament. This has led to a rational pedagogy that challenges the humane aspect of education and brings with it a risk that both the student and teacher are led towards individualism. In arts and crafts individualism can be challenged by toning down the focus on the acquisition of defined skills and on the production of original and personal objects. Instead, we can highlight how space, time and movement are both the subject\u27s tools and at the same time something that comes into being in the subject\u27s creative practice. By being attentively present in creative practice with materials, which takes place here and now, students can develop joy in creation, engagement and a desire to explore. In dialogue with a material and social world, they can experience how to exist as subject and gain experience in exercising ethical and aesthetic responsibility. In this way, they can develop faith that a different future is possible.Skole og utdanning er gjennom en markedsliberal utdanningspolitikk fanget under det som kan defineres som post-humanistiske betingelser. Under en rasjonell pedagogikk utfordres humanismen i utdanning og det oppstår en risiko for at både elev- og lærerrollen føres mot individualisme. Gjennom å tone ned oppmerksomheten på tilegnelse av definerte kompetanser og på produksjon av originale og personlig objekter, og heller løfte frem hvordan rom, tid og bevegelse både er fagets virkemidler og samtidig noe som blir til i fagets skapende praksis, kan individualismen i utdanningen utfordres. Ved å være oppmerksomt til stede i skapende praksis med materialer, som foregår her og nå, kan elevene få utfolde skaperglede, engasjement og utforskertrang. De kan få mulighet til å eksistere som subjekt gjennom å utøve etisk og estetisk ansvarlighet og utvikle tro på at en annen fremtid er mulig
L’épicentre: Démocratie, Éco*Citoyenneté mondiale et Éducation transformatoire The Epicenter: Democracy, Eco*Global Citizenship and Transformative Education El Epicentro: Democracia, Eco*Ciudadanía Mundial y Educación Transformadora : Edited by Carr, P. R., Thésée, G., & Rivas-Sanchez, E. (2023)
No full textStudents’ Public success and private breakdown? Exploring the Relationships between Social Support, Anxiety, and Academic Performance
No full textDesign literacy becomes more essential to creating a collaborative and inclusive society. Nonetheless, students were more anxious and exhibited lower performance when design studio tutors employed the conventional master-apprentice pedagogy. The cross-pollinative team learning (CTL) design studio pedagogy was operationalised in a year-long randomised controlled trial with first-year Generation-Z beginning design students to resolve the limitations in the existing pedagogy. The CTL students were significantly less anxious compared to master-apprentice students at the year end, although the impact of both pedagogies on anxiety was relatively modest. The hidden CTL curriculum and social support were also demonstrated to enable CTL students to outperform one-on-one master-apprentice learners academically. This study suggested that the power structures of design studios should be recalibrated to acquire CTL advantages, thereby leading to more effective learning outcomes
Diffracting early childhood teachers’ culture stories: Reimagining methodologies
No full textTeachers’ cultures impact on their orientations to diversity and pedagogical practices. However, limited attention is given to early childhood teachers’ cultures in research and practice. Informed by Barad’s notions of diffraction and intra-action, we reimagine research methodologies as critical in shaping research on what culture does or how it works for teachers and their culture stories. Turning and re-turning to diffractively engage with teachers’ culture stories in an exploratory Australian project, this paper pushes the boundaries of conceptualisations of research. It elevates the ways in which research methodologies, like culture, are always re-iterative, contingent and responsive to their relational context