Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Mapping presentations of crafts in the Danish heritage industry: Deliberations on research design and preliminary findings
No full textIn this paper, I present the methodological and theoretical deliberations behind a mapping of how crafts are presented in the Danish cultural heritage industry. I trace the historical background of crafts in the Danish heritage industry and present definitions of key concepts such as ‘craft’ and ‘the Danish heritage industry’. I then develop a research design consisting of a questionnaire and ethnographic fieldwork. I consider how research questions about scope and variation can be operationalized in the questionnaire and how theoretical perspectives from critical heritage studies (Smith, 2006) and vital materialism (Bennett, 2010; 2012) can inform the questionnaire and fieldwork. Finally, some preliminary findings are presented along with some comments on the use of questionnaires in heritage research
Interpreting archaeological boat material, the G1 boat of the Gokstad find
No full textWe will discuss the limitation of cardboard as a material for reconstruction models, and whether an alternative material could be helpful to overcome these limitations. We have experimented with 3D-printed plastic and ways to reduce the longitudinal high edge stiffness, to get around what we think is the main weakness using cardboard. The goal has been to open the possibilities of interpretation. The end result of the tests has been used to build a 1:5 reconstruction model, for our interpretation of the 10m boat from the Gokstad find (G1) from late 800’s. We found that the use of 3D-printed plastic, with a designed internal weakness, gives us more longitudinal flexibility in the model. This flexibility opens up for interpretations that are less feasible when using cardboard
Kunstfaglig metodikk og sosial innovasjon i demensomsorgen: Erfaringer fra kunstintervensjon i eldreomsorgen
No full textIn this article, we highlight how arts-based practices in a residential care home can contribute to social innovation. We describe how arts-based methods have the potential to contribute to a more sustainable society where people living with dementia become equal citizens. The article is based on an eight years long lasting situated art intervention in a residential care home in Northern Norway from 2015 to 2022. We present our findings along four perspectives: the resident\u27s perspective, the artist\u27s perspective, the health worker\u27s perspective and the manager\u27s perspective. We find that co-creation in elderly care is challenging because aesthetic meetings need to be facilitated across departments, subjects, roles and routines. The following issues seem to be specifically challenging when it comes to co-creative work: 1) those who become involved need to step out of their comfort zone 2) health care and creative care are not valued as equally important in everyday live at the care home 3) knowledge about poetic-sensual meeting places is not internalized by the staff and 4) there is little room to develop a common understanding and language about aesthetic practices. These findings indicate that art methodologies need more attention within social innovation in elderly care.I denne artikkelen belyser vi hvordan kunstfaglig metodikk på en demensavdeling kan bidra til sosial innovasjon. Vi beskriver hvordan en slik metodikk har potensiale til å bidra til et bærekraftig samfunn der mennesker som lever med demens blir likeverdige medborgere. Artikkelen bygger på et åtteårig kunstintervensjonsprosjekt ved et sykehjem i en by i Nord-Norge. Vi presenterer våre funn langs fire idealtypiske konstruksjoner: beboerperspektivet, kunstnerperspektivet, helsearbeiderperspektivet og lederperspektivet. Vi finner at samskaping på sykehjem er utfordrende fordi en må rigge estetiske møter på tvers av avdelinger, fag, roller og rutiner. Det utfordrende i det samskapende arbeidet handler særlig om: 1) at alle som blir involvert må gå utover sin komfort sone 2) at stell og estetiske opplevelser ikke gjelder som likeverdig i hverdagen på sykehjemmet 3) at kunnskapen om poetisk-sanselige møtesteder ikke er internalisert i staben og 4) at det er lite rom for å utvikle felles forståelse og språk om estetisk praksis. Disse funnene peker på at kunstfaglig metodikk i form av samskapende estetiske prosesser trenger mer oppmerksomhet i sosial innovasjon i eldreomsorgen
Arts-based pathways for sustainable transformation towards a more equal world
No full textThe cultural sector is a potential instigator of change due to its experimental, performative, and relational nature. However, like everywhere else, the cultural sector re-enacts and thus conserves inequalities of various kinds through its outreach to wider audiences and its deep engagement in socio-cultural practices. By taking our actions within the ERASMUS+ project ‘Voices of Women’ as a creative catalyst, this paper scrutinizes a set of items for further discussion of arts-based pathways for sustainable transformation towards a more (gender) equal world. We discuss the ability of the arts to engage, educate, and transform power relations through three pathways towards sustainable transformation: 1. Canon critique; 2. Decolonization; and 3. New materialism. We argue that all three pathways enable novel forms of knowledge creation and actions in arts-based research, arts education, the cultural sector, and beyond.
Cover image: Still picture from film: Music and Gender in Balance (Mittner and Bergli, 2018
A window of opportunities: Composing a relational space for living and telling sustainable stories to live by
No full textThis article is based on experiences with the Dreamcatchers, a project involving people living with substance addiction, and their significant others, in which the participants composed and explored narratives through creative, collaborative processes. In the article, we think with a narrative composed by one of the participants in the project to learn from her experiences. Our thinking is inspired by narrative inquiry as a way of thinking about experience. We understand the playful and imaginative narrative processes within the Dreamcatchers project as composing sustainable stories to live by. The Dreamcatchers project demonstrates the necessity of involving people living with substance addiction in naming the problem and in the search for possible and sustainable solutions or improvements.
Cover photo: Jerzy Gorecki, Pixabay, open use licens
Water education, ocean literacy and arts integration : A literature review in an interdisciplinary team
No full textLife below water, as well as at waters, is threatened due to human activity that has caused global warming. As UNESCO stresses, “the time to learn and act for our planet is now”. This article reports on a literature review of existing action research on water education, ocean literacy and arts integration carried out by an emerging interdisciplinary research group stretching across the fields of marine science, arts and science education. Joined by a concern for water education and ocean literacy, the interdisciplinary teams screened 368 research articles with the assistance of the program Covidence which helps with streamlining the literature review processes in a team. Ending up with 14 relevant articles that were analysed in-depth, the authors argue that arts-integrated water education projects take place locally across higher education, formal education and informal education in collaborative teams. The action research projects screened promote and develop open-ended, inquiry-based and creative pedagogies, seeking to foster the capacity to act for sustainable living in a more-than-human world. However, all research projects screened in the review seemed to develop water education more generally. There is a lack of literature researching how the connection to ocean literacy including life below water specifically, can be nurtured
Research Literacy in Education and the Implementation of Evidence-Based Practices in Schools
No full textIncreased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation approach” has a broader perspective including organizational factors and the context of teaching. A review group which examined relevant research literature on implementation in schools identified six core components that advanced EBP. An example of a school-wide implementation in Norway is presented, which illustrates how a school-wide model was put into practice based on guidelines produced by experts in the field. In conclusion, both the “research literacy” and the “whole-school” approach can advantageously strengthen their emphasis on implementation knowledge in order to promote EBP in schools
Bærekraftig utvikling på yrkesfag: hvilket grunnlag gir læreplanene for undervisning som skaper bærekraftsbevissthet?
No full textThis article aims to highlight and create awareness about the curriculum\u27s emphasis on sustainable development for students in vocational education in Norway. In the Education Act, there is a stated goal that students and apprentices should be able to act ethically, be environmentally conscious, and hence make sustainable choices within their profession. Based on this, this study examines the extent to which the curriculum of two vocational education programs facilitates this by supporting the development of students’ sustainability consciousness. The data material consists of the Core curriculum, the curriculum for the subjects of the two vocational education programs Healthcare, child and youth development, and Technology and industry. The curricula have been analyzed using the analytical framework for sustainability consciousness, which has been adapted to the Norwegian context. The results show that there are some differences both between the different curricula and within the curricula for subjects as well as between the two education programmes. The differences consist, among other things, in the number of competence objectives linked to sustainable development and whether the majority of these are in the program subjects or joint subjects. At the same time, there are some similarities, such as the fact that the social dimension is most emphasized, that the curricula to a small extent describe work or competence aims related to attitudes and that many competence aims are implicit in relation to sustainable development. The implication is that although the curricula of the two education programs can, taken together, facilitate the development of students\u27 sustainability awareness, it requires that teachers emphasize the topic, make use of the curriculum\u27s room for action and implement the entire curriculum in teaching.Artikkelen har som mål å synliggjøre og skape bevissthet omkring læreplanens vektlegging av bærekraftig utvikling for elever på yrkesfag. I Opplæringslova er det et uttalt mål om at elever og lærlinger skal handle etisk og miljøbevisst og kunne ta bevisste bærekraftige valg. På bakgrunn av målet i Opplæringslova undersøker denne studien i hvilken grad læreplanen på to yrkesfaglige utdanningsprogrammer legger til rette for å støtte utviklingen av elevenes bærekraftsbevissthet slik at de er i stand til å handle etisk og miljøbevisst og ta bevisste bærekraftige valg. Datagrunnlaget består av overordnet del av læreplanen, læreplanene til de yrkesfaglige programfagene og fellesfagene på de to yrkesfaglige utdanningsprogrammene helse- og oppvekstfag og teknologi- og industrifag. Det er foretatt en innholdsanalyse av læreplanene ved bruk av et analytisk rammeverk for bærekraftsbevissthet som er tilpasset norsk kontekst. Rammeverket rommer elementene kunnskaper, ferdigheter og holdninger, i tillegg til den økonomiske, den sosiale og den miljømessige dimensjonen av bærekraftig utvikling. Resultatene viser at det er store forskjeller både mellom de ulike læreplanene og innat i læreplanene for fag samt mellom de to utdanningsprogrammene. Forskjellene består blant annet i antall kompetansemål koplet til bærekraftig utvikling samt om hovedtyngden av disse er i programfagene eller fellesfagene. Samtidig er det noen likheter som det at den sosiale dimensjonen er mest vektlagt, at læreplanene i liten grad legger opp til arbeid knyttet til holdninger, og at et stort antall kompetansemål er implisitte i forhold til bærekraftig utvikling. Implikasjonen er at selv om læreplanene på de to utdanningsprogrammene samlet sett kan legge til rette for å utvikle elevers bærekraftsbevissthet, så forutsetter det at lærere vektlegger temaet, utnytter lærerplanens handlingsrom og utøver hele læreplanen i undervisningen
Governed co-creation is pseudo co-creation – an obstacle for real change
No full textDenne artikel undersøger tesen: Styret samskabelse er pseudo-samskabelse og er en forståelsesmæssig hindring til reel samskabende adfærd. Tesen bliver underbygget gennem en intern og en ekstern kritik af begrebet styret samskabelse. Den interne kritik tager udgangspunkt i artiklen Samskabelse – en typologi (2016) skrevet af Jens Ulrich, hvori begrebet styret samskabelse bliver introduceret. Den interne kritik viser, at styret samskabelse som begreb ikke kan betragtes som samskabelse med udgangspunkt i Ulrichs egen overordnede definition på samskabelse. Den eksterne kritik tager udgangspunkt i den antagelse, at meningsfulde begreber udpeger unikke processer og kan adskilles fra andre lignende begreber. Den eksterne kritik viser, hvorledes Ulrichs udlægning af (styret) samskabelse hverken udpeger unikke processer, eller gør det muligt at adskille begrebet fra lignende begreber som eksempelvis samarbejde. Derfor er begrebet styret samskabelse ikke handlingsanvisende og kan ikke bruges som guide til at ændre adfærd. Dette præsenterer en udfordring for alle, der har en ambition om at bruge styret samskabelse som proces til at løse de problemstillinger, som velfærdssamfundet står overfor.This article examines the thesis: Governed co-creation is pseudo cocreation and is an obstacle to understanding real co-creative behavior. The thesis is supported by an internal and an external critique of the concept of governed co-creation. The internal critique is based on the article Co-creation – a typology (2016) written by Jens Ulrich, in which the concept of governed co-creation is introduced. The internal critique shows that governed co-creation as a concept cannot be considered co-creation based on Ulrich\u27s overall definition of co-creation. The external criticism is based on the assumptions that meaningful concepts designate unique processes and can be distinguished from other similar concepts. The external critique shows how Ulrich\u27s interpretation of (governed) co-creation neither identifies unique processes nor makes it possible to separate the concept from similar concepts such as cooperation. Therefore, the concept of governed co-creation is not actionable and cannot be used as a guide to change behavior. This presents a challenge to anyone who has the ambition to use governed co-creation as a means to solve the problems facing the welfare society
Et kunnskapsfag med samfunnsrelevans : Retorisk analyse av professor Nielsens faste spalte i tidsskriftet Form
No full textLiv Merete Nielsen has worked hard and passionately to build a strong research field and excellence in design education from kindergarten to doctoral level. In this article we analyse 64 \u27LMN has the word\u27, Professor Nielsen\u27s regular column in the educational journal FORM in the period 2010–2022. Through a rhetorical analysis, we identify her fights and ambitions on behalf of the Norwegian school subject Art and crafts. Nielsen’s critique of the former school subject Forming as centred on self-expression and hostile to knowledge is clearly stated and to set a new direction becomes both a political and an academic project. A Swedish book from the 1970s is a foundation in Nielsen\u27s work as she turns the school subject Arts and crafts into a knowlegde-based subject with social relevance. Three topoi are activated in Nielsen\u27s regular column when she explains the contributions of the school subject to society 1) Visual competence for participation, 2) Create and demand sustainable solutions and 3) Craft competence as a basis for vocational education and everyday life. Liv Merete Nielsen har jobbet iherdig og lidenskapelig for å bygge et sterkt forskningsfelt og en utdanning med høyt faglig trykk innen design, kunst og håndverk fra barnehage til doktorgradsnivå. I denne artikkelen analyserer vi 64 ‘LMN har ordet’, professor Nielsens faste spalte i det fagdidaktiske tidsskriftet FORM i perioden 2010–2022. Gjennom en retorisk analyse identifiseres kampsaker og ambisjoner på grunnskolefagets vegne. Nielsens oppgjør med det isolerte, individsentrerte og kunnskapssvekka formingsfaget kommer tydelig frem i hennes tekster, og blir både et fagpolitisk og akademisk prosjekt. Arven fra Sverige er et fundament i Nielsens arbeid for å utvikle skolefaget Kunst og håndverk til et kunnskapsfag med samfunnsrelevans. Gjennom tre topoi, 1) Visuell kompetanse for medvirkning, 2) Skape og kreve bærekraftige løsninger og 3) Håndverkskompetanse som grunnlag for yrkesfaglig utdanning og hverdagsliv, synliggjøres nyanser og vinklinger som Nielsen aktiverer når hun forklarer grunnskolefagets bidrag til samfunnet