Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Fra sløjd og håndarbejde til håndværk og design i den danske folkeskole: Et metodisk og teoretisk indblik i en tværvidenskabelig undersøgelse af forandringsprocesserne fra to fag til et.
No full textDenne artikel er et bidrag til de nordiske landes samarbejde om at udvikle og udvide forskningsfeltet inden for slöjdfeltet. Artiklen fremlægger et tværvidenskabeligt perspektiv på, hvordan fag og fagdidaktik teoretisk, metodisk og empirisk kan undersøges og analyseres. Med udgangspunkt i Ph.d.-afhandlingen, ”Fra sløjd og håndarbejde til håndværk og design” (Andersen 2020a), præsenterer artiklen hvordan en kobling af kulturteori, didaktisk teori og materiel kulturteori kan anvendes i undersøgelser af forandringsprocesser i det praktiske fagområde. Fra sløjd og håndarbejde indførelse i den danske skole omkring 1900 og frem til implementeringen af faget håndværk og design som obligatorisk fag i folkeskolen i 2016. Indledningsvist beskrives artiklens bidrag til slöjdfeltets forskning, hvorefter en redegørelse af dele af det teoretisk grundlag fra afhandlingen følger, herunder bl.a. det materielle udgangspunkt, det 4-dimensionelle kulturbegreb, interpellationsbegrebet og didaktisk teori. Herefter fremlægges udvalgte dele af analysen, i en historisk progression, som gennem den kulturanalytiske tilgang viser, hvordan fagområdets forandringsprocesser og fagenes didaktik og praksis står i relation til samfundet og stat og er betinges af mål og midler, strukturelle omstændigheder og historiske traditioner. I artiklen lægges der vægt på tiden omkring etableringen af håndværk og designfaget.Denne artikel er et bidrag til de nordiske landes samarbejde om at udvikle og udvide forskningsfeltet inden for slöjdfeltet. Artiklen fremlægger et tværvidenskabeligt perspektiv på, hvordan fag og fagdidaktik teoretisk, metodisk og empirisk kan undersøges og analyseres. Med udgangspunkt i Ph.d.-afhandlingen, ”Fra sløjd og håndarbejde til håndværk og design” (Andersen 2020a), præsenterer artiklen hvordan en kobling af kulturteori, didaktisk teori og materiel kulturteori kan anvendes i undersøgelser af forandringsprocesser i det praktiske fagområde. Fra sløjd og håndarbejde indførelse i den danske skole omkring 1900 og frem til implementeringen af faget håndværk og design som obligatorisk fag i folkeskolen i 2016. Indledningsvist beskrives artiklens bidrag til slöjdfeltets forskning, hvorefter en redegørelse af dele af det teoretisk grundlag fra afhandlingen følger, herunder bl.a. det materielle udgangspunkt, det 4-dimensionelle kulturbegreb, interpellationsbegrebet og didaktisk teori. Herefter fremlægges udvalgte dele af analysen, i en historisk progression, som gennem den kulturanalytiske tilgang viser, hvordan fagområdets forandringsprocesser og fagenes didaktik og praksis står i relation til samfundet og stat og er betinges af mål og midler, strukturelle omstændigheder og historiske traditioner. I artiklen lægges der vægt på tiden omkring etableringen af håndværk og designfaget
Slöjdpedagogiska grunder: – några av Linnéa Lindfors slöjdpedagogiska modeller
No full textI en ansenlig mängd böcker, rapporter och artiklar har professor emerita Linnéa Lindfors, Åbo Akademi i Vasa, Finland, beskrivit slöjdpedagogiska grunder och modeller. Lindfors slöjdpedagogiska forskning har spridits med nordiska kontakter och nätverk, men främst har den använts och vidareutvecklats inom finländsk utbildning och forskning. I Finland blev slöjdpedagogik ett eget huvudämne vilket resulterade i att den slöjdpedagogiska forskningen blev mer tillgänglig och använd både på grund- och forskarnivå. I övriga nordiska länder har det dels inte funnits tillräckligt med slöjdforskare som har kunnat använda och sprida forskningen, dels kan de slöjdpedagogiska grunderna ha uppfattats för komplicerade att ta till sig inom slöjdlärarutbildning och skola. Lindfors slöjdpedagogiska modeller är främst publicerade i pappersformat medan de saknas mer samlat digitalt. I artikeln publiceras därför, med Lindfors tillåtelse, några av de slöjdpedagogiska modellerna med syfte att de därmed ska bli än mer tillgängliga. Val av modeller är gjorda utifrån artikelförfattarens erfarenheter och intresseområde, men utöver av svenskt intresse är förhoppningsvis de slöjdpedagogiska grunderna och modellerna även värdefulla för andra nordiska utbildningar och slöjdsammanhang. Grundforskningens modeller är trots sin ålder mycket användbara för nutida slöjdforskning, slöjdlärarutbildning och lärares utvecklingsarbete. Modellerna öppnar upp för att upptäcka och beskriva grunder som inte behöver utforskas på nytt, i stället kan de användas som underlag för vidare utveckling.I en ansenlig mängd böcker, rapporter och artiklar har professor emerita Linnéa Lindfors, Åbo Akademi i Vasa, Finland, beskrivit slöjdpedagogiska grunder och modeller. Lindfors slöjdpedagogiska forskning har spridits med nordiska kontakter och nätverk, men främst har den använts och vidareutvecklats inom finländsk utbildning och forskning. I Finland blev slöjdpedagogik ett eget huvudämne vilket resulterade i att den slöjdpedagogiska forskningen blev mer tillgänglig och använd både på grund- och forskarnivå. I övriga nordiska länder har det dels inte funnits tillräckligt med slöjdforskare som har kunnat använda och sprida forskningen, dels kan de slöjdpedagogiska grunderna ha uppfattats för komplicerade att ta till sig inom slöjdlärarutbildning och skola. Lindfors slöjdpedagogiska modeller är främst publicerade i pappersformat medan de saknas mer samlat digitalt. I artikeln publiceras därför, med Lindfors tillåtelse, några av de slöjdpedagogiska modellerna med syfte att de därmed ska bli än mer tillgängliga. Val av modeller är gjorda utifrån artikelförfattarens erfarenheter och intresseområde, men utöver av svenskt intresse är förhoppningsvis de slöjdpedagogiska grunderna och modellerna även värdefulla för andra nordiska utbildningar och slöjdsammanhang. Grundforskningens modeller är trots sin ålder mycket användbara för nutida slöjdforskning, slöjdlärarutbildning och lärares utvecklingsarbete. Modellerna öppnar upp för att upptäcka och beskriva grunder som inte behöver utforskas på nytt, i stället kan de användas som underlag för vidare utveckling
Methodological Insights on Teachers’ Professional Agency in Narratives
No full textThis article presents post-structural narrative methodologies to examine teachers’ agency. According to previous research, agency is important for the learning and well-being of teachers. However, post-structuralism has questioned the assumption of agency as being located in the individual and has claimed a more entwined and relational perspective. The article disturbs clear-cut categorisations of teachers’ agency as strong or weak and argues for examining narrative practice because teachers use a variety of grammatical resources that are not inherently personal but are entwined with cultural narratives. This methodological approach reveals how teachers appear agentic and vulnerable at the same time. Thereby, it helps illustrate multifaceted views of the teaching profession
Exploring TVET lecturer perceptions about work-integrated learning in South Africa
No full textThis paper discusses the perceptions of Technical and Vocational Education and Training (TVET) lecturers’ work-integrated learning (WIL) to determine how they understood their learning in a South African context. This study explored TVET lecturer perceptions about WIL, which is not reported as much in the literature. Eighteen lecturers from the civil, electrical and mechanical trades were involved in the study. A multiple case study design was adopted. The non-probability sampling design, specifically convenience and purposive sampling was used because participants were identified according to the researcher’s judgment. Qualitative data were gathered from TVET lecturers learning through WIL in industry. A thematic analysis model was used to search for common themes and analyse the data. Bergami and Schuller’s industry placement model underpinned the study. Using interviews and non-participant observation provided an opportunity for data triangulation, thereby addressing shortfalls that may be deep-rooted in a single method approach. This provided opportunities to test the trustworthiness and dependability of research findings. It emerged that TVET lecturers gained meaningful and current industry exposure. Lecturers described WIL as a positive and exciting initiative where they learnt from experts who shared valuable industry experiences. A few participants voiced their dissatisfaction over a lack of support from industry personnel. Further studies on challenges experienced by TVET lecturers during WIL are recommended. Overall, WIL complements theory with practice positively. The results may differ if future studies include other disciplines. WIL initiatives could influence different role players aligned to TVET provision
Bør Riksrevisjonen fortsatt være Stortingets revisor?
No full textIn the autumn of 2021, Aftenposten documented that the Office of the Auditor General had suspended its initiated compliance audit of security work in the Stortinget in 2017 due to opposition from the Stortinget\u27s presidency and director. The case shows that the Office of the Auditor General did not have the necessary independence towards its own client but let the audited decide what should be revised. This is contrary to fundamental auditing principles in which the consideration of the auditor\u27s independence has been given increasing emphasis in recent decades. The many media revelations in recent years of inadequate control routines related to parliamentary representatives\u27 travel expenses, waiting allowances and commuter apartments show that the Office of the Auditor General has not given sufficient weight to the relevant risk to confidence in the Stortinget as an institution in its audit work. The question is therefore raised as to whether the Office of the Auditor General should continue to be the Stortinget\u27s auditor. The article is based on document analysis and relevant literature.Høsten 2021 dokumenterte Aftenposten at Riksrevisjonen i 2017 hadde stanset sin igangsatte etterlevelsesrevisjon av sikkerhetsarbeidet på Stortinget på grunn av motstand fra Stortingets presidentskap og direktør. Saken viser at Riksrevisjonen ikke hadde den nødvendige uavhengighet til sin egen oppdragsgiver, men lot den reviderte bestemme hva som skulle revideres. Det er strid med grunnleggende revisjonsprinsipper der hensynet til revisors uavhengighet har blitt vektlagt stadig sterkere de siste tiårene. De mange mediaavsløringer de siste årene av mangelfulle kontrollrutiner knyttet til stortingsrepresentanters reiseregninger, ventegodtgjørelser og pendlerleiligheter viser at Riksrevisjonen ikke har tillagt relevant risiko for tilliten til Stortinget som institusjon tilstrekkelig vekt i sitt revisjonsarbeid. Derfor reises spørsmålet om Riksrevisjonen fortsatt bør være Stortingets revisor. Artikkelen er basert på dokumentanalyse og relevant litteratur
Writing as PARTicipation: working towards in:tuition and intimating
No full textThis paper is a thought-experiment into the question, “How might we participate in the writing of this paper together?” Having been both inspired and moved by Erin Manning´s beautiful chapter “Me Lo Dijo un Pajarito: Neurodiversity, Black Life and the University as we Know It’ (2020) we pick up the baton of moving thinking into how we can begin to work together to contribute to the reconceptualization of educational and research practices and specifically through practices of inclusion and participation within them. We do this with the starting point of our own participation in the writing of this paper. We follow the faint line of two emerging techniques. The first technique, in:tuition, emerges to help make operational a practice of participation that engages participants, students, us, on the register of the preindividual. The second technique, intimating, works towards a notion of transindividual participation.
We offer an immanent and processual approach to practice, involving a ‘(r)eaching toward one another, (in which) our individuations qualitatively alter our “individuality.” With Manning, we work with ‘thinking-feeling (as) the transversality of all planes of experience in the immanent twist’ with the desire of twisting into new and socially just practices
From Technique to Technicity: Non-Methodological Explorations of Chairs, Neurodiversity, and Schooling
No full textIn response to the call for this special issue, we draw upon Erin Manning’s (2013, 2016) theorizing of technique and technicity to reconsider schooling and inquiry practices through the chair. The chair is often taken for granted and narrowly conceived through the lens of neurotypicality. By beginning with technique and technicity, this work foregrounds affect, relation and process, rather than object, form and method, so as to dislodge the chair from the sedimented practices of schooling and inquiry. In the emergent fashion of research-creation, this article makes use of genealogy, narrative and theory to explore how the interplay of technique and technicity might engender different modes of chair-ing, and how these modes might speak to concerns of neurodiverse schooling and research methods
Reclaiming songs of wisdom in rural Bangladesh: Four pillars of a unique music pedagogy
No full textWhat kind of music teaching and learning takes place among folk musicians and young ones, aiming to reclaim their oral tradition and educate new master teachers? This question will be answered by drawing on extensive fieldwork at nine song-and-music schools in rural Bangladesh, applying critical realism as a meta-theory. An overall aim is to expand views on what music teaching and learning can be, with potential implications for education beyond rural Bangladesh. The empirical material was collected through a focus group interview with 12 students in an advanced class and in-depth interviews with these students and their three master teachers. The analysis shows that the generational transmission can be seen as based on the ‘four pillars’ of music pedagogy. These are re-described through dialectical critical realism in an abductive process, showing that music pedagogy can open an ontology and dialectic on being and becoming human for the participants. Results are discussed with absence and remembrance as key concepts. The study provides practical and philosophical insights into a music pedagogy about deep learning and resonance: towards transformative praxis
Discovering the effect metrics for innovation projects
No full textWorking life-integrated innovation projects have become a common part of education. An innovation project is a social phenomenon of learning that brings the competence of several individuals together in a social process through which a novel idea is turned into practical reality to convey value to its users. University–industry innovation collaboration research has mainly understood the role of the university as a partner responsible for research. However, these projects are often based on student teamwork, an open challenge from real working life and a predefined intention to produce a concrete, novel, and innovative product, service, or new operating model into use. The outcomes are meant to be taken into use to convey value for business and society. A paucity of empirical research exists on the development and assessment of these innovation education programs based on their effects on the surrounding society. The variables that are important in studying the effects of innovation education projects on surrounding society, participating companies, and organisations must be identified. In this study, a set of effect measurement scale variables were discovered through a document analysis and focus group interviews. The findings imply the importance of recognising the effects of the project both on the clients\u27 and their organisations\u27 goals (project output, benefits of participation, and what survives) and the wider impact of the projects on the surrounding society (impacts on the daily lives of citizens; well-being and health; economy, ecology, digitalisation; and social matters). Thus, a preliminary impact assessment model is suggested.
Keywords: Innovation project, university-industry collaboration, impact, higher education, innovation pedagogy, document analysis, focus groupWorking life-integrated innovation projects have become a common part of education. An innovation project is a social phenomenon of learning that brings the competence of several individuals together in a social process through which a novel idea is turned into practical reality to convey value to its users. University–industry innovation collaboration research has mainly understood the role of the university as a partner responsible for research. However, these projects are often based on student teamwork, an open challenge from real working life and a predefined intention to produce a concrete, novel, and innovative product, service, or new operating model into use. The outcomes are meant to be taken into use to convey value for business and society. A paucity of empirical research exists on the development and assessment of these innovation education programs based on their effects on the surrounding society. The variables that are important in studying the effects of innovation education projects on surrounding society, participating companies, and organisations must be identified. In this study, a set of effect measurement scale variables were discovered through a document analysis and focus group interviews. The findings imply the importance of recognising the effects of the project both on the clients\u27 and their organisations\u27 goals (project output, benefits of participation, and what survives) and the wider impact of the projects on the surrounding society (impacts on the daily lives of citizens; well-being and health; economy, ecology, digitalisation; and social matters). Thus, a preliminary impact assessment model is suggested.
Keywords: Innovation project, university-industry collaboration, impact, higher education, innovation pedagogy, document analysis, focus grou