Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Commentator response: Linda Knight
No full textSeduction. To fall unknowingly (or maybe not) in love, to desire, to yearn, to want. Badly
Redaksjonen utvider
No full textScandinavian Journal of Vocations in Development (SJVD) was established out of a need for more scientific publication channels focusing on research in the field of VET in Scandinavia. The first edition, published in August 2016, mainly focused on the research being conducted by the research community in the Department of Vocational Teacher Education at OsloMet, then HiOA. From this starting point the editorial group has developed and expanded and today includes several other professional research communities and environments.
Nina Aakernes from the Department of Vocational Teacher Education at OsloMet has contributed to the editorial group since 2020 and as editor from January 2022. Britt Karin Utvær from the Department of Teacher Education at NTNU joined the editorial group in 2021. From January 2022, we have two more new editorial members, Julie Leonardsen, also from the Department of Teacher Education at NTNU, and Jan Bisgaard from Københavns Professionshøjskole, Nationalt Center for Erhvervspædagogik. In addition, Cecilie Meltzer, formerly employed at the Department of Vocational Teacher Education at OsloMet, has been a member of the editorial group since 2020. She will continue in the editorial group to ensure continuity. We would also like to thank Ellen Beate Hellne-Halvorsen for her i work as editor over several years. Ellen Beate resigned at the turn of the year.
The journal is published on an open-access platform operated by the University Library at OsloMet. The editorial work is currently conducted voluntarily without financial support. Based on the number of manuscripts we receive, we see that SJVD is an essential contribution to the variety of scientific journals. We publish articles written in both English and Scandinavian languages. By publishing in English, the authors can choose to contribute to an international scholarly debate. Furthermore, publication in the native tongue is important in further developing national professional terminology and in facilitating use of articles in, for example, vocational teacher education. The editors want the journal to be able contribute in all these areas.
We would like to thank the peer-reviewers who do an invaluable job in contributing to the scientific quality of the published articles. We, therefore, encourage authors to contribute to the research community by also taking on peer review assignments. Unfortunately, as we do not have any form of financing, we cannot offer help with copy editing or references format.. Therefore, the authors must ensure that the manuscripts are copy edited and that the references are in accordance with APA 7.
2020 was a turbulent year for SJVD, with a withdrawal in funding from the Faculty of Teacher Education and International Studies at OsloMet, a threat of closure and a halt in the intake of articles. These circumstances affected the 2021 edition, with only six articles being published. With the strengthening of the editorial group and increased interest in the journal from various vocational and professional research communities, we look forward to 2022 and further developing the journal. The articles in the 2022 edition will be published continuously as they become available.Skandinavisk tidsskrift for yrker og profesjoner i utvikling (SJVD) ble startet ut fra et behov for flere vitenskapelige publiseringskanaler med fokus på det yrkespedagogiske og profesjonsfaglige feltet i Skandinavia. Den første utgaven, publisert i august 2016, tok utgangspunkt i forskningsmiljøet på Institutt for yrkesfaglærerutdanning på OsloMet, den gang HiOA. Fra å være en redaksjon med utgangspunkt i dette miljøet, er redaksjonen utvidet og omfatter i dag flere forskningsmiljøer.
Nina Aakernes fra Institutt for yrkesfaglærerutdanning ved OsloMet har bidratt i redaksjonen fra 2020, og har vært redaktør siden årsskiftet. Britt Karin Utvær fra Institutt for lærerutdanning ved NTNU sluttet seg til redaksjonen i 2021. Fra januar 2022 har vi fått ytterligere to nye redaksjonsmedlemmer, Julie Leonardsen, også fra Institutt for lærerutdanning ved NTNU og Jan Bisgaard fra Københavns Professionshøjskole, Nationalt Center for Erhvervspædagogik. Cecilie Meltzer, tidligere ansatt ved Institutt for yrkesfaglærerutdanning ved OsloMet, har vært redaksjonsmedlem siden 2020. Hun fortsetter i redaksjonen for å bidra til kontinuitet. Vi vil samtidig takke Ellen Beate Hellne-Halvorsen for flere års arbeid som redaktør. Hun fratrådde ved årsskiftet.
Tidsskriftet publiseres på en open acess plattform som driftes av Universitetsbiblioteket ved OsloMet. Det redaksjonelle arbeidet drives i dag på dugnadsbasis uten økonomisk støtte.
Ut fra mengden manus vi får vi tilsendt, ser vi at SJVD er et viktig tilskudd til floraen av vitenskapelige tidsskrift. Vi er åpne for å publisere artikler skrevet både på engelsk og på skandinaviske språk. Ved å publisere på engelsk, kan forfatterne velge å bidra i en internasjonal faglig debatt. Publisering på morsmålet er viktig for å videreutvikle det nasjonale fagspråket og kan lette bruken av artikler i for eksempel yrkesfaglærerutdanningene. Redaksjonen ønsker at tidsskriftet kan bidra på alle disse områdene.
Vi vil rette en stor takk til fagfellene som gjør en uvurderlig jobb ved å bidra til den vitenskapelige kvaliteten på de publiserte artiklene. Vi oppfordrer derfor forfatterne til å bidra til dugnaden ved også å påta seg fagfelleoppdrag. I og med at vi ikke har noen form for finansiering, har vi heller ikke et apparat som tar seg av språkvask og justering av referanser. Det er derfor viktig at forfatterne sørger for språkvask av manus og at referansene er i samsvar med APA 7.
2020 var et turbulent år for SJVD, med stopp av finansiering fra Fakultet fra lærerutdanning og internasjonale studier ved OsloMet, trussel om nedleggelse, og stopp i inntak av artikler. 2021-årgangen var preget av dette, med kun seks publiserte artikler. Med styrking av redaksjonen og økt interesse for tidsskriftet fra ulike yrkesfaglige og profesjonsfaglige miljøer, ser vi 2022 og videre drift av tidsskriftet lyst i møte. Artiklene i 2022-årgangen vil bli utgitt fortløpende etter hvert som de blir klare
Editorial: Thought in Motion: Erin Manning’s Imperatives for Educational Research and Qualitative Inquiry
No full textEdit from within! Become world! Value, don\u27t evaluate! Lure the feeling! Know not what a body can do! Create with concepts! Make multiple sense! Affirm all that appears! Play the differential! Speculate! Engage relations of tension! Make the relations felt! Create degrees of intimacy! Propose! Transduce! Create affinities of purpose! Forget what you feel! Return the return! Transvaluate! Pay attention! Go to the limit! (Manning, 2008).
What does a philosophy produce? How might philosophy and methodology entangle, blur, respond, engage, interact, contradict, argue, provoke? Erin Manning’s process philosophy attunes researchers to the potential of difference. Manning grounds her philosophy in the notion that doing is thinking, that there is thought in the act, and that philosophy is an experimental practice that coexists with art; it is “pathfinding in the making” (Manning & Massumi, 2013, n.p.). Further, Manning posits that research and creation come together in their product, and the product is always ongoing, always becoming, always in process. Thought with qualitative inquiry, “the conjunction between research and creation […] make[s] apparent how modes of knowledge are always at cross-currents with one another” (Manning, 2016, p. 41)
Listening to the Forest
No full textListening to the forest is a streamed video essay in which you are invited to pay attention to audiovisual relations between human, landscape and moving image. Moving images are explored through a camera-based field recording practice that emphasises them as part of an ecological materiality, inseparable from what they depict and how they are seen.Listening to the forest is a streamed video essay in which you are invited to pay attention to audiovisual relations between human, landscape and moving image. Moving images are explored through a camera-based field recording practice that emphasises them as part of an ecological materiality, inseparable from what they depict and how they are seen
A/r/tografi som tilgang til udvikling af en sanselig bæredygtighedsdidaktik i kunstfagene
No full textThis article presents a study conducted in the spring of 2020 by three researchers from the University of Agder with the aim of exploring and developing possible sensory-based approaches to sustainability in teacher education with a special focus on the arts. Due to the consequences that followed in the wake of Covid-19, the inquiries took an unexpected turn: Digital platforms, isolation and separate borders, became key focal points for the implementation of the project. Using a /r/tography as a methodological frame (Roussel, Cutcher, Cook & Irwin, 2018; Triggs, Irwin & Leggo, 2014; Irwin, 2013), the authors explore how everyday events characterized by affect (Massumi, 2015) and intimacy (Morton, 2018) can form the basis for bodily and sensory approaches to ecological and social sustainability. The empirical material of the study is generated in connection with the authors\u27 implementation of three “propositions”: preparation of a joint meal, joint contact with nature, and running as a joint ritual. The focus was on sensory interaction with each other and with more-than-human actors, including beets, landscapes, bodily routines and not least the digital media. In the concluding part the article analyzes and discusses how the work with the the a/r/tographic propositions led to experiences of risk, loss of control, uncomfortability and vulnerability among the participants, and how these experiences can be related to sensuous experiences in connection to the necessary transition to a more sustainable lifestyle, e.g. experiences of insecurity and loss. Finally the authors propose the areas of attention for future work with sensuous sustainability education in arts teacher education: propositions a a didactic tool, ecological awareness, and sustainability as a sesnsuous form of relating to the world.Artiklen omhandler et studie gennemført i foråret 2020 af tre forskere fra Universitetet i Agder med det mål at udvikle og afprøve sansebaserede tilgange til bæredygtighed i læreruddannelserne med særlig henblik på kunstfagene. På grund af konsekvenserne, som fulgte i kølvandet af Covid-19, tog de indledende undersøgelser en uventet retning: Digitale platforme, isolation og adskilte landegrænser, blev centrale omdrejningspunkter for gennemførelsen af projektet. Med a/r/tografi som metodologisk springbræt (Irwin, 2012; Roussel et al. 2018; Triggs et al., 2014) udforsker forfatterne, hvordan hverdagshændelser præget av affekt (Massumi, 2014) og intimitet (Morton, 2018) kan danne udgangspunkt for kropslige og sanselige tilgange til økologisk bæredygtighed. Undersøgelsens empiriske materiale er genereret i forbindelse med forfatternes gennemførelse af tre ”propositioner”: ”rødbedetartaren”, ”et sted i naturen” og ”løbeturen”. Fokus var på sanselig interaktion med hinanden og med mere-end-menneskelige aktører, herunder grøntsager, landskaber, kropslige rutiner og ikke mindst de digitale medier. I artiklens didaktiske analyser drøftes det, hvordan arbejdet med de a/r/tografiske propositioner førte til uventede oplevelser af risiko, kontroltab, ubehag og sårbarhed, samt hvordan disse oplevelser kan kobles sanselige erfaringer med den nødvendige omlægning til en mere bæredygtig livsstil, fx erfaringer af utryghed og tab. Afslutningsvis foreslår forfatterne tre fokusområder for fortsat arbejde med sanselig bæredygtighedsdidaktik i læreruddannelserne i kunstfag: Propositioner som didaktisk værktøj, økologisk opmærksomhed og bæredygtighed som en sanselig relationsform
Artistic Research in Artists’ Books
No full textThe phenomenon of artistic research attracts considerable attention because of the growing integration between art, design and science. At the same time, it remains a challenging research subject that is interpreted differently by various scientists, designers and artists. This paper presents an attempt to investigate the relationship between artistic research and artistic practice, and the role of artistic research in artists’ books. It aims to present a brief history of artists’ books and show how various artists have captured the complex creative and artistic processes, results or stories behind the works of art.
The article also discusses the problem and potential of representation in artists´ books and examines them as an effective mechanism for disseminating findings of artistic research. To present the multifaceted action behind a work of art implies challenges. The author’s own attempt to capture knowledge from artistic research was challenged while working on a book project and will be part of the discussion. Finally, the study will illustrate how artists’ books contribute to the process of capturing reflections of artistic research and make the manifestations accessible to people outside of the formal context of the lecture halls.
Cover image: Newton, by William Blake (1795). The William Blake Archive, Public DomainThe phenomenon of artistic research attracts considerable attention because of the growing integration between art, design and science. At the same time, it remains a challenging research subject that is interpreted differently by various scientists, designers and artists. This paper presents an attempt to investigate the relationship between artistic research and artistic practice, and the role of artistic research in artists’ books. It aims to present a brief history of artists’ books and show how various artists have captured the complex creative and artistic processes, results or stories behind the works of art.
The article also discusses the problem and potential of representation in artists´ books and examines them as an effective mechanism for disseminating findings of artistic research. To present the multifaceted action behind a work of art implies challenges. The author’s own attempt to capture knowledge from artistic research was challenged while working on a book project and will be part of the discussion. Finally, the study will illustrate how artists’ books contribute to the process of capturing reflections of artistic research and make the manifestations accessible to people outside of the formal context of the lecture halls.
Forsidebilde: Newton, av William Blake (1795). The William Blake Archive, Public Domai
Kunstens muligheter i spesialpedagogisk arbeid
No full textAntologien Kunstens muligheter i spesialpedagogisk arbeid er et høyaktuelt og viktig bidrag til arbeidet med å løfte mulighetsrommet som kunst og kulturfagene bidrar med for barn og unge med spesielle behov. Forfatterne, med representanter fra ulike kunstformer, spesialpedagoger og faglærere innen kunstfag gir leserne innblikk i verdifulle erfaringer og kompetanser og gir inspirasjon for videre kunstnerisk arbeid rettet mot målgruppen. De kreative prosessene og «settingene» kan vanskelig kopieres fra prosjekt til prosjekt men antologiens forskningsbaserte artikler fra praksisfeltet bør være på litteraturlisten for en rekke utdanninger. Alle barn og unge bør få muligheten til å sanse, uttrykke følelser og oppleve mestring og læring gjennom deltakelser i kunst og kulturfaglige prosjekt.
Administration Staff’s Descriptions of Inclusion in Finnish Vocational Education and Training
No full textInclusion is understood in various ways in research, in documents guiding educational practices, and in stakeholders’ speeches. This study contributes to the European discussion on the ambiguity of inclusion by investigating the descriptions of Finnish vocational education and training (VET) administration personnel both at the national and vocational institution levels. It gives light on the interconnections between participants’ and Finnish and EU-level interpretations of inclusion in VET. We ask how the representatives of national educational administration and vocational institutions’ administration describe inclusion. The data was collected in the spring of 2021 by interviewing representatives (N=18) of national educational administration and vocational institution administration. We used Qvortrup and Qvortrup’s (2018) definition of inclusion as our theoretical lens. The participants’ descriptions of inclusion were constructed by portraying the significance of students’ equity, equality, participation, accessibility, special support and belonging in the VET community at the numeric level but they lack consideration of students’ activity in those communities and students’ own experiences. The participants did not address the relevance of different social arenas of inclusion or exclusion in their descriptions, but they described VET colleges as one social system. Moreover, the participants did not reflect on the degree of being included or excluded. Their perspectives were constructed through the Finnish VET context, and they created a strong promise of education, which would provide equal opportunities for all to study and acquire competence according to the qualification requirements in VET. Their approaches were based rather on the identification of special needs students and their needs than on considerations for social cohesion, active citizenship and lifelong learning. This fostered the invitation for the Finnish Ministry of Education and Culture and the National Board of Education to define inclusion more precisely in VET so that the education providers would have an explicit framework and goals to advance inclusion in practice
Demokratiska innovationer ur ett språkminoritets perspektiv: fördjupas eller försvagas demokratin? Fördjupas eller försvagas demokratin?
No full textThis research article examines how new channels for participation affect the possibilities of Finland-Swedes for political participation. Our hypothesis is that since the new forms of participation in Finland are largely designed on Finnish-speakers\u27 terms, the Swedish-speakers have less opportunity to influence than the Finnish-speakers and thus relatively weakens the Swedish-speakers\u27 political influence. In the article, we focus on the citizens\u27 initiative in Finland. We present the case as part of the broader debate about pluralist power in modern liberal democracy, that is, an issue that touches on the dilemma of diversity and the conditions for different groups to influence. The starting point is that the research on democratic innovations has not sufficiently paid attention to the specifics of linguistic minorities, even though it has long focused on minorities. The article summarizes the findings on theoretical dependencies between the democracy innovation citizen initiative and the political participation of a linguistic group in an analytical frame of reference. The intention is that the frame of reference can theoretically function as an addition to pluralist political theory and practically as an analytical starting point about the effects of new forms of participation on the position of language minorities in a modern democracy.Denna forskningsartikel undersöker hur nya kanaler för deltagande påverkar finlandssvenskarnas möjligheter till politiskt deltagande. Vår hypotes är att eftersom de nya formerna för deltagande i Finland till stor del är utformade på finskspråkigas villkor ger de svenskspråkiga mindre möjligheter att påverka än finskspråkiga och försvagar därmed relativt sett de svenskspråkigas politiska inflytande. I artikeln fokuserar vi på medborgarinitiativet i Finland. Vi lägger fram fallet som en del av den bredare debatten om pluralistisk makt i den moderna liberala demokratin, det vill säga en fråga som tangerar dilemmat med mångfald och förutsättningarna för olika grupper att påverka. Utgångspunkten är att forskningen på demokratiska innovationer inte i tillräcklig grad uppmärksammat det specifika med språkliga minoriteter trots att den sedan länge fokuserat på minoriteter. Artikeln summerar fynden om teoretiska beroendeförhållanden mellan den demokratiska innovationen medborgarinitiativ och en språketnisk grupperings politiska delaktighet i en analytisk referensram. Avsikten är att referensramen teoretiskt kan fungera som ett tillskott till den pluralistiska politiska teorin och praktiskt som en analytisk utgångspunkt om effekterna av nya deltagandeformer på språkminoriteters ställning i en modern demokrati