Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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“Trembling Moments”: To develop methods for co-creating data with pupils in the kulturskole
No full textIn this article, the authors investigate making data with pupils in the kulturskole through the exploration of a performative paradigm. There seems to be a lack of knowledge concerning how the pupils see their place in and engagement with the kulturskole. When we started working with the pupils, a request emerged to not only observe and interview them, but also to hear their stories and understandings of being with the kulturskole. These processes are, throughout the article, described and understood as methodologically developmental when working with pupils. We attempt to bridge a qualitative approach into a post-qualitative performative thinking about making data. The article contributes explorations into what data can be and how to make data with pupils
Editorial
No full textThis issue of Reconceptualising Educational Research Methodology offers the reader a range of insights from scholars located in different disciplinary spaces and geopolitical contexts. This collection of articles may at first appear to address very different topics: early childhood teachers’ stories about ‘culture’ in Australia; on-line YouTube followership as research in the USA; an Artographic approach to Theatre in Education situated in Finland; and the co-creation of data with young people in a Kulturskole in Norway. Yet a deep engagement with each reveals several threads to run throughout the collection that raise important questions when contemplating what else educational research can become when established conventions are questioned or put aside altogether in favour of approaches that foreground theoretically-rich methodologies that refuse formulaic implementation. Each paper invites the reader to question researcher relationships with ‘participants’; and to consider the possibilities available when mobilizing philosophy to reconsider what and how research might be undertaken otherwise.
The issue opens with an article written by Sonja Arndt and Clare Bartholomaeus that seeks to diffract early childhood teachers’ stories about culture in pursuit of more-than-only-social justice, and to reimagine research methodologies. The authors recount their multi-modal, multi-layered approach to researching with teachers that produced collectively entangled stories that reached far beyond anyone individual. They candidly recount the emergent and messy shape that their research project took, whilst finding themselves negotiating and working against research conventions (recognisable methods, ethics applications and so on). Their approach is described as a middling, where they recognise the significance of their own situatedness which found expression in surprising ways as the study took on unanticipated shapes. The article offers ‘philosophy as method’ by drawing upon the work of Julia Kristeva and Karen Barad to disrupt and reformulate ideas about both ‘culture’ and ‘research’. Theirs is a hopeful project that seeks to elevate the ways in which methodologies, when understood as always re-iterative, contingent and in response to relational context, can shift the ground on which research is conceived and takes shape.
Next, Maureen Lehto Brewster offers a phenomenological analysis of a researcher becoming a YouTube follower. The paper attends to the methodological implications of such a phenomenon by paying close attention, through event memories, to how and why this comes to matter. The author offers detailed reflections on YouTube culture and considers how it is designed to influence affective relations among creators and followers on the platform. Phenomenology, with its concern to study experience as lived, has the capacity for researchers to develop a lens that makes an ordinary lived experience quite extraordinary. Lehto Brewster pursues the extraordinariness of following with the help of Sara Ahmed’s queer phenomenology. The meticulous analysis throughout the article allows the affective dimensions of the phenomenon of on-line following to be intricately explored by asking: how is this phenomenon lived? Experienced? Productive? How does a feeling shape our worldview? Whose feelings shape the concept? The paper highlights the ways in which relating, knowing and trusting are fundamental to cultivating followers. Connections are then drawn between research and internet use (i.e. following) in which researchers mediate content based upon internal biases, predictive impulses and collaborative filtering. Like, Arndt and Bartholomaeus the inevitable and indisputable entanglement of the researcher is made explicit. Rather than being viewed as something that can (or should) be mitigated, reduced or somehow controlled – both papers make visible how such entanglements are produced, and how they can be embraced to enrich research and the claims that are made from such studies.
Nina Dahl-Tallgren then offers an account of becoming artography by attending to the movements of possibility in four evolving spaces: lingering in-between; transformation and affect; knowing and being; and encouraging diffractions with young people in a Finnish Theatre programme. Inspired by Baradian agential realism, the study takes up a diffractive methodology to read insights and discoveries that consider how ‘artist’, ‘researcher’ and ‘teacher’ intra-act through entangled practices. The theatre project sought to investigate how humans encounter global challenges, find ways to reduce risks and find new ways to think and work towards sustainable action. The role of the artographer was central to the project and facilitated reflection upon - what if, what is, what has been, what has yet to become and what matters - as new ways to understand, engage audiences, and provoke new learning through co-creation. Dahl-Tallgren’s close attention to ‘becoming artography’ allows for diffractive patterns to push all of those involved in Theatre in Education programmes to places outside usual comfort zones. The role of becoming artography then, highlights that when ‘artist’ is foregrounded a sensuous connection with human experience provides dramatic tension for participants; when ‘researcher’ is foregrounded genuine curiosity to explore and navigate through the process becomes pronounced; and when ‘teacher’ is foregrounded scope to be more engaged in what it sets in motions and what that means for participants is set free. With an agential realist lens artography is conceptualised and encountered as inherently dynamic, and constantly shifting and mutating. Like the previous two papers, Dahl-Tallgren makes visible the nuances, intricacies, tensions and affordances of embracing research as situated and relational. All three papers make explicit the potential that is set free when researchers refuse Donna Haraway’s ‘god trick’ and instead work with what the messy, middling of situated research might make possible.
Finally, Mali Hauen and Monica Klungland offer ‘trembling moments’ in their account of data-making with young people in a kulturskole in Norway. The authors co-creation methodologies with young people sought to reach understandings about what kulturskole does rather than what it is. Working with a small group of pupils it became apparent that methodologies that could reach beyond capturing accounts that represented their experiences were needed. Young people wanted to be heard, to tell their stories, and to offer embodied accounts of what being with the kulturskole potentiates. The approach taken brought together critical personal narratives, autoethnography, a/r/tography – which together became a methodology grounded in the physicality of making and creating. As the other papers in this issue gesture toward, following narrowly defined research conventions creates frustrations and false starts. Pushing against such conventions involves being adaptive and flexible; the authors draw upon existing and emerging examples of research-creation from the growing field of postqualitative inquiry. Their study underlines the importance in creating space for research to become something else, something more – where ‘participants’ can express themselves in a wider range of non-normative modalities, in this case through embodied languages. Through rap and the creation of short films pupils were able to engage in an affirmative and vital approach to ‘research participation’ which shifted power, positionality and called in to question what counts as research.
The Editors
Jayne Osgood, Camilla Eline Andersen, Mona Lisa Angell, Lotta Johannson and Ann Merete Ottersta
Co-Creation of Navigational Spaces When Facilitating Children’s Play
No full textFacilitating children’s play is an important but potentially frustrating task for teachers in the field of Early Childhood Education and Care. Play is often understood as essential for children, and frequently being excluded from play is often experienced as problematic; Still, teachers are often uncertain about how to do play and there is a growing concern about the disappearance of play.
This study aims to explore and identify navigational spaces for teachers to exercise agency when facilitating children’s play, and this article presents the co-creation of four such spaces. The co-creation has been done through a series of workshops and play initiations over six months, explored by ECEC teachers in conjunction with the author. The workshops are anchored in critical theory, and the idea is that the participants enrich the project through their various forms of expertise.
Abductive analysis through workshops and a thematic analysis of sound and video recordings of these events shows the co-creation of the navigational spaces of framing, conditioning, timing, and knowledging to be central. To be able to co-create these navigational spaces, the repeated collective questioning and knowledge contributions of teachers and the researcher seem to be a central factor. By critically considering and exploring co-creational possibilities both the researcher and the teachers extended their play-facilitating repertoire and made the play-facilitating efforts increasingly explicit. This suggests that it is possible to simultaneously develop practice and scientific knowledge if interactions between the education sector and academia are facilitated. These insights will be beneficial for further investigations and innovations
"There’s No Place like Campus": Students’ Need for Social Connectedness in a Post-Pandemic Learning Environment
No full textThis study investigates the relationships between students’ psychosocial needs and their preferences for online vs. offline learning in a post-pandemic environment. A mixed-methods study was conducted at a higher education institution in Norway with 240 Bachelor students. Students in a post-covid learning environment value pedagogical forms of student-centered learning, through exploration and group reflection work. Second, students report a preference for limited amounts of online learning. Third, students express a significant need for social support, in the form of non-digital interaction with peers and teachers, and campus-based activities. Finally, while students prefer receiving feedback from peers in physical form, they are also positive toward receiving feedback in a digital form.
These findings indicate that higher education institutions should carefully evaluate the amount of digital teaching offered to students, as such choices influence how and to what degree students are able to socially interact with peers and teachers, and their sense of belonging. More research is needed to understand the challenges associated with psychosocial health and well-being among students, and how this relates to online/offline forms of learning
Å forme et kreativt blikk: Fotografi i samspill mellom teknisk ferdighet og bildeforståelse
No full textThe article deals with what it implies to learn to do photography well and uses this as a vantage point to discuss the relationship between sensemaking and the acquisition of knowledge and skills. The article builds from the relationship between photography as a technique and as critical understanding; the relationship between images and society, and how these relationships have changed in recent times. Considering the teacher\u27s role, we discuss the relationship between art and teaching, as well as between the teacher\u27s pedagogic and subject-specific knowledge and skills alike. Further, we present the steps in a teaching practice that is intended to create interplay between understanding of images and photographic technique, and we use this for a discussion of the linkages between sensemaking and the acquisition of knowledge and skills in the classroom, as well as which prerequisites must be present in the teaching.Artikkelen omhandler hva det vil si å lære seg å ta gode bilder, og bruker dette som utgangspunkt for å diskutere forholdet mellom meningsskaping og kunnskaps- og ferdighetstilegning. Vi tar utgangspunkt i forholdet mellom fotografi som teknikk og som bildeforståelse, forholdet mellom bilder og samfunn, og hvordan disse relasjonene har endret seg i nyere tid. Med tanke på lærerens rolle diskuterer vi forholdet mellom kunst og undervisning, samt mellom lærerens didaktiske og fagspesifikke kunnskaper og ferdigheter. I artikkelen presenterer vi stegene i en undervisningspraksis som er ment å skape samspill mellom bildeforståelse og teknikk, og vi bruker dette som utgangspunkt for å diskutere samspillet mellom meningsskaping og kunnskaps- og ferdighetstilegning, samt hvilke forutsetninger som må være til stede i undervisningen
Shibori her og nå: Et kunstprosjekt med naturmaterialer i skolen
No full textIn this text, I take as a starting point a school project with the ancient Japanese dyeing technique shibori. The question being discussed is to what extent such an artistic project with natural materials can contribute to increased awareness of man-made environmental problems. I do not contemplate the world from the outside or as something in stagnation, I rather consider the world as in motion and its creation to be our responsibility. Natural materials are not only considered as resources subordinate to human needs, but as being and playing an inherent role in a vulnerable interaction between those who inhabit the world. We humans have responsibility for how the world develops, and such an awareness can be established in future generations.I denne teksten tar jeg utgangspunkt i et skoleprosjekt med den eldgamle japansk innfargingsteknikken shibori. Prosjektet er motivert av en kritikk av den antropocen perioden vi lever i. Spørsmålet som drøftes er i hvilken grad et slikt kunstprosjekt med naturmaterialer kan bidra til økt bevissthet om menneskeskapte miljøproblemer. Jeg betrakter ikke verden utenfra eller som noe i stagnasjon, men snarere som en verden i bevegelse og anser dens tilblivelse som vårt ansvar. Naturmaterialer anses ikke bare som ressurser underordnet menneskes behov, men de inngår i et sårbart samspill mellom de som bebor verden. Vi mennesker har ansvar for hvordan verden utvikler seg, og en slik bevissthet kan etableres hos kommende generasjoner.
The research group Embodied Making and Learning at the University of South-Eastern Norway
No full textThere is no one history of the research group Embodied Making and Learning (EMAL). EMAL is an interdisciplinary research group that addresses the phenomenon of embodied making and learning. We work together to achieve three main aims: to enhance quality in our research, to further community and cooperation between researchers, and to contribute to developing our field nationally and internationally.There is no one history of the research group Embodied Making and Learning (EMAL). EMAL is an interdisciplinary research group that addresses the phenomenon of embodied making and learning. We work together to achieve three main aims: to enhance quality in our research, to further community and cooperation between researchers, and to contribute to developing our field nationally and internationally
Bifid Rib – Boon Or Bane
No full textBifid rib is a rare anatomical anomaly and it accounts for approximately 1.2 % of all the known rib abnormalities. The bifurcation usually occurs at the sternal end of the rib and its two extremities are joined to a bifid costal cartilage. These anomalies remain asymptomatic and can create misinterpretation during physical or radiological examinations. This case report provides a comprehensive summary about bifid ribs reported in the literature
On a Mission to Break Ground for a More Democratic School System
No full textThe importance of building democratic competency in the face of current global challenges cascades down into national curricula. Illustratively, in 2020, Norway introduced a new national curriculum that conveyed an expectation that students should experience a democratic school society in practice. In response to this new curriculum, in 2019, an upper secondary school in Norway decided to embark on a mission to develop and implement a new pedagogical model. The ambition was to increase the students’ sense of codetermination and participation in school, the local community, and society at large. Subsequently, an interdisciplinary pedagogical model has been in development at the school, in which the subject content is organized according to overarching topics. These topics are presented to students as quests called learning missions.
Through in-depth interviews with teachers and leaders currently working on developing the new pedagogical method at the school, the current article investigates the challenges and opportunities the participants encountered in this process. The data have been coded through a stepwise deductive-induction method and analyzed using Bernstein’s concepts of classification and frame. The participants identified the inflexible organizational structures of the school—such as the school administrative system, the building, assessments, and the set timetable—as aspects that made it challenging for the school to depart from the dissemination-based approach to education. Inversely, the implementation of interdisciplinary topics in the Norwegian National Curriculum is one example of a structural change that the participants thought had opened up more flexibility. However, the participants experienced that this flexibility was not extended into the regulations controlling how time is spent in school or the assessment forms. Hence the article concludes that structural changes are necessary to enable the growth of pedagogical models that can increase students’ codetermination, active participation, and real-life experiences in schools
Hilsen
No full textI den lange tiden jeg har kjent Liv Merete, er det arbeidet med konferansen DRS//cumulus Oslo 2013, med å etablere en PhD-grad og den selvoppnevnte gruppen GrøntMet som jeg husker best. Du er alltid målrettet, men samtidig lyttende og innstilt på å få til løsninger.
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