Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives
No full textThis paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings
M/S Innvik: A Ship with a View - Culture is who we are
No full textThe video works A Ship with a View and The Kitchen Garden were made during 2010 at the M/S Innvik, run by Nordic Black Theatre. This turned out to be the last year of the ship’s existence as an intercultural creative environment in the urban development Bjørvika. The works are created as montages with contributions of music, art and performance from people connected to the M/S Innvik. It shows glimpses of activities on board and the changing surroundings. This work pertains to the Sustainable Development Goal no 11: “Make cities and human settlements inclusive, safe, resilient and sustainable, and partly to the SDG no 7: “Clean and affordable energy”. It also suggests culture should be included in sustainability discourse.
Cover image: video still by Kristin Bergaust
Video work: A Ship with a View
Video work: The Kitchen Garden
Hjertelig takk, Liv! : for godt samarbeid i 31 år – så langt
No full textThe first time we met was when you interviewed me about my master\u27s thesis on Selbu-knitting in 1992, you as editor of the journal Forming i skolen, now called Form. At the time, I was a new employee at SLFO, while you had already worked there for 8 years. The first thing we collaborated on was Reform 94 for upper secondary school, me as continuing education manager at VEIF and you as professionally responsible for continuing and inservice education courses for teachers in upper secondary school. The National office for inservice teacher training courses, which at the time was responsible for training teachers in Norway, had received NOK 1 million and we got the whole pot, because we were the only ones who already had the plans ready for inservice teacher training courses. Many who did not previously have the competence to teach the subject Drawing, shape and colour in upper secondary school, gained it overnight in connection with the restructuring of the school structure. But they had to get a six-month unit, 30 credits, in Drawing, shape and colour to be able to teach the subject. This applied, among other things, to hairdressers, because Drawing, shape and colour became a basic course for that subject, as well. In order for this study offer to become nationwide, we created 15 local study centres around the whole country. The teachers on these courses were to a large extent former PPU students of yours. In addition, we started distance learning with live TV lectures with some of the leading professionals at the time. This was in collaboration with Arild Boman at the University of Oslo, and the broadcasts went on TV-Norge, which did not itself have daytime broadcasts at the time. So, the course participants at all the course locations could watch the broadcasts, but so could anyone else who happened to switch on TV-Norge. We kept getting comments from other people who had seen us on TV.Første gang vi møttes var da du intervjua meg om hovedfagsoppgaven min om selbustrikking i 1992, du som redaktør for tidsskriftet Forming i skolen, det som nå heter Form. Da var jeg nytilsatt på SLFO, mens du allerede hadde jobba der i 8 år. Det første vi samarbeidet om var Reform 94 i videregående skole, jeg som etterutdanningsleder på VEIF og du som faglig ansvarlig for etter- og videreutdannings-kurs for lærere i videregående skole. Statens lærerkurs, som den gangen var ansvarlig for kursing av lærere i Norge, hadde fått 1 million kroner og vi fikk hele potten, fordi det bare var vi som allerede hadde planene klare for etter- og videreutdanninger. Mange som ikke tidligere hadde kompetanse til å undervise i Tegning, form og farge i videregående skole, fikk det over natta i forbindelse med omstrukturering av skolestrukturen. Men de måtte få en halvårsenhet, 30 studiepoeng, i Tegning, form og farge for å kunne undervise i faget. Det gjaldt blant annet frisører, fordi Tegning, form og farge ble grunnkurs også for det faget. For at dette studietilbudet skulle bli landsdekkende, opprettet vi 15 lokale studiesteder rundt i hele landet. Lærerne på disse kursene var i stor grad tidligere PPU-studenter av deg. I tillegg satte vi i gang fjernundervisning med direktesendte TV-forelesninger med noen av de ledende fagpersonene på den tida. Dette var i samarbeid med Arild Boman på Universitetet i Oslo, og sendingene gikk på TV-Norge, som ikke hadde sendinger sjøl på dagtid på den tida. Så kursdeltakerne på alle kursstedene kunne se sendingene, men det kunne også alle andre som tilfeldigvis slo på TV-Norge. Så vi fikk stedig kommentarer fra andre folk som hadde sett oss på TV
Leire og keramikk i norske læreplaner : i perioden 1922 til 2020
No full textThe production of ceramics is among the oldest human skills, and the cultural materials clay and ceramics have been included in Norwegian curricula for about a hundred years. But during this period, the emphasis in the curricula has shifted. Therefore, this study aims to elucidate to what extent, in what way and in which academic context the words clay and ceramics have been used in the Norwegian curricula in the period 1922 to 2020. The data material included in the study are Norwegian curricula that during this period relate to clay as a material for play, clay as a material in craft tradition and clay as a material for artistic expression. The curricula are examined through textual analysis based on Goodlad and Gundem\u27s curriculum theories. The results show that there have been significant variations in the references to clay in the curricula, and in what clay is related to. Apart from the fact that clay is always mentioned in the Primary school curricula, there is no common thread through the plans that shows a consistent connection with the three traditions of the use of clay examined in this study; material for play; material in crafts or as artistic material. The usage seems inconsistent and random. The study also shows that in the beginning of the period use of the material clay had a different development in the school subjects than drawing, textile work and woodwork. In the first half of this period, material play and free modelling with clay is mentioned as a working method in interdisciplinary work. In the various curricula, we can also see an alternation between clay as a basis for play, clay as a material related to craft traditions or clay as a medium for artistic expression.Framstilling av keramikk er blant de eldste menneskelige ferdighetene, og kulturmaterialene leire og keramikk har vært med i norske læreplaner i om lag hundre år. Men i løpet av denne tiden har fokus i læreplanene skiftet. Derfor har denne studien som mål å belyse i hvilken grad, på hvilken måte og i hvilken faglig kontekst ordene leire og keramikk har vært brukt i de norske læreplanene fra perioden 1922 til 2020. Det inkluderte datamaterialet er norske læreplaner som i denne perioden forholder seg til leire som materiale for lek, leire som håndverkstradisjonog leire som materiale for kunstneriske uttrykk. Læreplanene er undersøkt gjennom en tekstanalyse med utgangspunkt i Goodlad og Gundem sine læreplanteorier. Resultatene viser at det har vært betydelige svingninger i referansene til leire i læreplanene, og i hva leire relateres til. Bortsett fra at leire alltid nevnes i forbindelse med småskolen, er det ingen rød tråd gjennom planene som viser et konsekvent forhold til de tre tradisjonene for bruk av leire som undersøkes i denne studien; materiale for lek; materiale i håndverk eller som kunstnerisk materiale. Bruken fremstår som inkonsekvent og tilfeldig. Studien viser også at leire fra starten av perioden har hatt en annen inngang i fagutviklingen enn tegning, tekstil og tre. I første halvdel av den undersøkte tidsperioden har leire en posisjon i tverrfaglig arbeid med fri modellering og materiallek som arbeidsmetode. I de ulike planene kan vi ellers se en veksling mellom leire som utgangspunkt for lek, leire som materiale knyttet til håndverkstradisjoner eller leire som medium for kunstneriske uttrykk
Living in the Landscape 2021 : Kunstbasert arktisk økokultur i et online samarbeidsprosjekt
No full textThe aim of the Arctic collaborative project \u27Living in the landscape\u27 (LiLa) is to bring together students and researchers from various disciplines to develop aesthetic learning processes through culture-sensitive and sustainable research on socio-cultural landscapes in the European-Arctic region. Covid 19 meant that the project, instead of a physical meeting in a shared landscape, was changed to an Online Spring School. Participants produced artistic expressions that were presented in an online exhibition, in addition to visual essays. Based on the authors\u27 five essays focusing on local traditions with wool, starch and down, we will show how a shared understanding of the landscape\u27s multifaceted meaning developed in an online community across disciplines and cultural differences. Our Norwegian contributions exemplify how it is possible to convey knowledge about traditions, culture and identity in a digital cultural community.Målet med det arktiske samarbeidsprosjektet ‘Living in the landscape’ (LiLa) er å samle studenter og forskere fra ulike fagområder for å utvikle estetiske læreprosesser gjennom kultur-sensitiv og bærekraftig forskning på sosiokulturelle landskap i den europeisk-arktiske regionen. Covid 19 medførte at prosjektet i stedet for et fysisk møte i et felles landskap ble endret til en Online Spring School. Deltakerne produserte kunstneriske uttrykk som ble presentert i en online utstilling, i tillegg til visuelle essay. Med utgangspunkt i forfatternes fem essay med fokus på lokale tradisjoner med ull, starr og dun vil vi vise hvordan en felles forståelse for landskapets mangefasetterte betydning kunne utvikle seg i et online fellesskap på tvers av fagområder og kulturelle forskjeller. Våre norske bidrag eksemplifiserer hvordan det er mulig å formidle kunnskap om tradisjoner, kultur og identitet i et digitalt kulturfellesskap
The preparing pupils for textile technology Olympiads: Teaching design and technology in basic education school context
No full textThis article presents how design and technology teachers teach pupils who successfully participate in Open Design and Technology Olympiads (textile technology). After interviewing twelve teachers and performing qualitative content analysis it is concluded that several personality traits are crucial for teachers, for pupils to succeed in the competition: competence, consistent work, and continuous development. An appreciation of school management is also important. In the teaching process, teachers should use self-made materials and varied sources, pay attention to creating ideas, experiment with materials and techniques, and think about products’ usage, composition, and technical quality by using both regular and different forms of extracurricular lessons in an inspiring environment. Individual work with each pupil is vital. Teachers have different approaches to the process of idea generation
Livshistorier i omsorgsarbeid: Utfordringer og muligheter ved bruk av livshistoriedokumentasjon på sykehjem
No full textRecent health- and care policy documents in Norway highlight the potential of life stories as a key source of knowledge in care for the elderly, and a relevant tool in professional care work in the nursing home. What challenges and opportunities lie in life stories as a tool for care professionals? This article emerges from an interdisciplinary collaborative project between researchers in the fields of healthcare, social science, health sciences and the humanities, as well as students in nursing education. Our aim is to gain new knowledge about life stories as a tool for care workers in nursing homes, and what characterizes their design. Through a mapping of the prevalence of life stories as a tool for documentation and communication in nursing homes in a region of Vestlandet, we found great variation in the design of the forms used to document patients’ life stories. Through a comparative close reading of the forms’ stylistic designs and communication styles, we discuss the implications of what we see as a challenging blending of instrumental and relational purposes when using life stories in professional care.Nyere helse- og omsorgspolitiske dokumenter løfter fram livshistorier som en viktig kilde til kunnskap i eldreomsorgen, og et relevant verktøy for profesjonelt omsorgsarbeid på sykehjemmet. Men hvilke utfordringer og muligheter ligger i livshistorier som omsorgsverktøy i praksis? Denne artikkelen er basert på et tverrfaglig samarbeidsprosjekt mellom forskere innenfor praksisfeltet, sykepleierstudenter, samfunnsvitere, helsevitere og humanister. Vår hensikt er å få ny kunnskap om utbredelse av livshistorier som omsorgsverktøy på sykehjem, og hva som karakteriserer slike verktøy. Ved hjelp av en kartleggingsstudie om livshistorier som et verktøy for dokumentasjon og kommunikasjon ved sykehjem i en region på Vestlandet, fant vi stor variasjon i utforming av skjemaene som brukes til å dokumentere pasientenes livshistorie. Gjennom en komparativ nærlesning av skjemaenes stilistiske utforminger og kommunikasjonsformer, drøfter vi implikasjonene av det vi ser som en utfordrende sammenblanding av instrumentelle og relasjonelle hensikter ved bruk av livshistorier i profesjonell omsorg
Partnerskap på like premisser? : Styringsforventninger og institusjonelle praksiser sett fra lærerutdanningens perspektiv
No full text‘Partnership’ is used as a collective term for cooperation on competence development between teacher education institutions and schools and is intended to lead to mutual learning. This article deals with experiences with partnerships from the teacher education`s point of view. The data material consists of interviews with teacher educators and leaders in teacher education institutions. The findings show that the staff members have many positive experiences, but they problematize certain organizational and steering challenges. They point out that it is demanding to share knowledge internally, and that research is somewhat connected to the work. They experience that the partnership primarily takes place on the school\u27s premises, which may be related to the fact that steering expectations are directed at the teacher training programs and not at the schools. The study reveals differences in institutional practices, such as how the work is organized at a larger and a smaller teacher training institution, and whether the work is experienced as an individual or a collective project. The study shows that partnership is a complex phenomenon that shapes political and organizational conditions
Samordning och komplexa policyproblem - erfarenheter från avsektoriserade kommuner i Sverige
No full textThe article highlights the growing contradiction in public policies managing complex policy problems in political systems characterized as sectorized. Utilizing a case study, this article analyzes how Swedish municipalities have attempted to introduce alternative organizational models, replacing a sector-based model to improve coordination values. The local self-government in Sweden has traditionally been organized as a sector-based model, i.e., a political organization that consists of standing committees organized functionally with sector-based responsibilities. In the last two decades, several municipalities have introduced de-sectorized models motivated by arguments concerning coordination and producing seamless municipal services. The article aims to describe and analyze the introduction of de-sectorized models in Swedish municipalities. The most significant results of the analysis show: Firstly, 66 out of a total of 290 municipalities in Sweden have created de-sectorized municipal organizations since the end of the 1990s. Secondly, the de-sectorized organizations introduced imply that the number of elected representatives decreases significantly. The interviewed actors regard this as a negative democratic side-effect. Thirdly, the results of conducted interviews also indicate that the de-sectorized model enhances coordination values at an overall level and has the potential to create cost efficiency in administrative expenses. Finally, more research needs to bring forward analyses on how to introduce alternative political organizing to manage complex policy problems vis-a-vis an institutionalized system of local self-government.Artikeln belyser utmaningar att genom offentlig politik hantera komplexa samhällsfrågor i en sektoriserad politisk organisation. Genom en fallstudie analyseras hur svenska kommuner har försökt införa alternativa organisationsmodeller för att ersätta en sektoriserad modell med syftet att stärka samordningsvärden. Den kommunala självstyrelsen i Sverige har traditionellt organiserats som en sektoriserad modell, det vill säga en politisk organisation som består av facknämnder organiserade funktionellt med sektoriserade ansvarsområden. Under de senaste två decennierna har flera kommuner infört ”avsektoriserade” organisationsmodeller med ambitionen att förbättra samordningen av kommunala tjänster. Avsektorisering sker när facknämnder avvecklas och ansvar överförs till kommunstyrelsen. Artikeln syftar till att beskriva och analysera införandet av avsektoriserade modeller i svenska kommuner. Resultaten av analysen visar: För det första att 66 av totalt 290 kommuner i Sverige skapat en avsektoriserad politisk organisation sedan slutet av 1990-talet. För det andra innebär den avsektoriserade modellen att antalet förtroendeuppdrag och förtroendevalda minskar avsevärt. De intervjuade aktörerna betraktar detta som en negativ demokratisk bieffekt. För det tredje indikerar resultaten att den avsektoriserade modellen förbättrar samordningsvärden på en övergripande nivå men intervjupersonerna har svårigheter att ange samordningsvinster i mer konkreta och praktiska avseenden. För det fjärde anser intervjupersonerna att de avsektoriserade modellerna bidrar till kostnadseffektivitet och administrativa besparingar. Slutligen behövs mer forskning rörande möjligheterna i kommunpolitik att hantera komplexa policyproblem i relation till ett starkt institutionaliserat system av lokal självstyrelse