Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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The use of digital technologies in a 1:1 laptop initiative: The parent perspective
No full textThe use of digital technologies is now a natural part of schoolwork in many schools. The use of digital technologies and the conditions for technology-enhanced learning and school development were studied in two schools, an upper-secondary school and a compulsory school, over a period of 3 years, exploring the student, teacher, school leader, and school perspectives. In this small study, two surveys (N = 26; N = 17) were used to provide further insights into the compulsory school, by exploring the parent perspective of a 1:1 laptop initiative. Laptop use in the classroom was seen as a potential pedagogical tool for structure and support in learning activities, student responsibility for schoolwork, and issues of digital equity. Challenges included increased laptop use, difficulties regarding insight into and monitoring of schoolwork and homework, students’ focus on schoolwork in the classroom environment, and physical aspects. The results show that the parent perspective provides important insights for teachers, school leaders, and school organizers that may help support students’ learning through the use of digital technologies in the classroom
The Swedish People’s Awareness of The Public Sector Information Directive – a Pilot Study
No full textThis article is based on a pilot study that investigated the Swedish people’s awareness of the Swedish Public Sector Information (PSI) directive, their understanding of the difference between the PSI-directive and the Public Access Act and whether they had the prerequisite skills required for the use of the Public Sector Information (PSI). Sweden has a long tradition of readily access to official documents which could have delayed the implementation of the European PSI-directive that was enacted in 2003. Sweden implemented its Public-Sector Information (PSI) directive in 2010. The Directive focuses on the commercialization of government information to create an information market and to promote innovation. In Sweden, the PSI directive is intrinsically linked to the e-Government development policy. The study applied a literature review and interviews as data collecting techniques. Sixteen interviews were conducted with varying occupations such as students, a personnel manager, a head of a unit, a doctoral student, a pensioner, a clinical research associate, a workers’ union employee, a web designer, two archivists, a head of an archival institution, an associate professor, a receptionist, and two shoemakers. The conclusion is that there is a need to create awareness about the PSI directive, offer training, and to create an IT infrastructure and projects to promote information about the PSI to avoid a societal a digital divide. The reviewed literature confirmed that PSI usage is still concentrated in the hands of a few citizens that is, those that are already digitally empowered. The study had limitations since it based on a limited number of respondents which means that the results cannot be generalized. 
Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse
No full textIn this conceptual article, we present the “Sport for Development and Peace” (SDP) discourse as a case of scientific rationalization. First, we shed light on the ongoing theory debate around the “global/local problematique” in globalization and global policy research in comparative and international education. We then link up with the SDP discourse and show that academic work mostly features research related to the fact that the majority of the SDP programmes and ways of implementing them have been conceptualized in the Global North, yet are to be implemented in the Global South. In that context, we illustrate International Organizations as sites of scientized knowledge production and translation. Scientific rationalization occurs when specialized technical knowledge and management techniques enter the discourse
A tale of grappling: Performative duoethnography as expanded methodological thinking
No full textThis article is a tale of two researchers, teachers, and artists grappling and playing with duoethnography. By expanding the methodology, we aim to bridge duoethnography into pedagogy. Grappling with the methodological to pedagogical bridge, we found that intertwined performative aspects of doing a duoethnography could challenge our knowledge production and roles as researchers and the current and more dominant practices that we operate within. We engage with a performative paradigm (Bolt, 2016) and lean on relevant theories from new materialist feminist thinkers such as Karen Barad (2003, 2007), Lenz Taguchi (2009, 2012) and Tami Spry (2011, 2016), while dialoguing with Joe Norris and Richard D. Sawyer’s (2012) tenets of duoethnography. Our embodiment of these tenets, intertwined with our theoretical positioning, allows our investigation to expand into a performative duoethnography. As an end, we propose duoethnography as a critical performative pedagogy (Pineau, 2002) and offer this article as a playful impulse connecting methodological considerations with pedagogy
Thinking with the world – to explore the becoming of phenomena
No full textThis article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research
"Coronaslöjd”: Lärares omställning till ofrivillig distansundervisning
No full textSyftet med studien var att utreda vad omställningen till distansundervisning inom den grundläggande utbildningen medförde för lärarna och läroämnet slöjd i Finland våren 2020. Distansundervisning där lärare och elever var fysiskt åtskilda från varandra tillämpades för att begränsa spridningen av det nya coronaviruset, covid-19. Studiens empiri bestod av videomaterial från två tankesmedjor med 93 lärare från 56 olika skolor. Tankesmedjorna hade som målsättning att stöda lärarna att bemästra situationen och erbjuda forum för kollegial samverkan. Innehållsanalyserna genomfördes i förhållande till betingelser som påverkar undervisningen. Varje kodning granskades i relation till slöjdpedagogiska teorier om lärande och undervisning. Resultaten indelades i fem särdrag för distansundervisning i slöjd. Analyserna visade att den snabba övergången till distansundervisning medförde att fokus försköts mot tidsmässigt kortare slöjdprojekt och elevernas aktiverande framom långsiktiga hela slöjdprocesser. Även slöjdsalens mångsidiga kommunikation uteblev i digitala miljöer.Syftet med studien var att utreda vad omställningen till distansundervisning inom den grundläggande utbildningen medförde för lärarna och läroämnet slöjd i Finland våren 2020. Distansundervisning där lärare och elever var fysiskt åtskilda från varandra tillämpades för att begränsa spridningen av det nya coronaviruset, covid-19. Studiens empiri bestod av videomaterial från två tankesmedjor med 93 lärare från 56 olika skolor. Tankesmedjorna hade som målsättning att stöda lärarna att bemästra situationen och erbjuda forum för kollegial samverkan. Innehållsanalyserna genomfördes i förhållande till betingelser som påverkar undervisningen. Varje kodning granskades i relation till slöjdpedagogiska teorier om lärande och undervisning. Resultaten indelades i fem särdrag för distansundervisning i slöjd. Analyserna visade att den snabba övergången till distansundervisning medförde att fokus försköts mot tidsmässigt kortare slöjdprojekt och elevernas aktiverande framom långsiktiga hela slöjdprocesser. Även slöjdsalens mångsidiga kommunikation uteblev i digitala miljöer
Renegotiating Aesthetic Disinterest for the Literature Classroom
No full textThis paper discusses a dialectic between a so-called disinterested appreciation of literature and what I refer to as the ‘neoliberal ethos’. I am interested, primarily, in the influence of this dialectic on literary pedagogy. I will argue that the way in which the neoliberal ethos has permeated educational settings creates a need for a reconceptualised notion of aesthetic disinterest, without which we will struggle to coherently argue for alternative conceptions of the value of education, especially arts and humanities education. I hope to show that reviving the concept of disinterest will facilitate a renegotiation of the literature classroom as a space for genuine aesthetic experience and non-instrumental discussion.This paper discusses an ideological conflict between a so-called disinterested appreciation of literature and what I refer to as the ‘neoliberal ethos’. I am interested, primarily, in the influence of this tension on literary pedagogy. I will argue that the way in which the neoliberal ethos has permeated educational settings creates a need for a reconceptualised notion of aesthetic disinterest, without which we will struggle to coherently argue for alternative conceptions of the value of education, especially arts and humanities education. I hope to show that reviving the concept of disinterest will facilitate a renegotiation of the literature classroom as a space for genuine aesthetic experience and non-instrumental discussion.
Knowing Music as Representation or as Operation: Exploring Musical Diversity through Collaborative Music Making in Kaleidoscope
No full textA society considered to be in a multicultural condition is likely to condition the way things are seen and what is seen as important. Attention is likely to be drawn to difference and diversity and the prospects of including it, and high hopes may be set on music in this. Within a certain multicultural discourse, music is expected to affirm and represent identities, while at the same time to create unity across diversity. Departing from a Norwegian context, drawing on results from fieldwork within the intercultural ensemble Kaleidoscope, this paper explores collaborative music making in relation to diversity and knowledge production. It is argued that musical knowledge may be generated in useful ways by thinking beyond music as representation. Knowing music as operation may better benefit co-construction of diverse and inclusive music practices.
A society considered to be in a multicultural condition is likely to condition the way things are seen and what is seen as important. Attention is likely to be drawn to difference and diversity and the prospects of including it, and high hopes may be set on music in this. Within a certain multicultural discourse, music is expected to affirm and represent identities, while at the same time to create unity across diversity. Departing from a Norwegian context, drawing on results from fieldwork within the intercultural ensemble Kaleidoscope, this paper explores collaborative music making in relation to diversity and knowledge production. It is argued that musical knowledge may be generated in useful ways by thinking beyond music as representation. Knowing music as operation may better benefit co-construction of diverse and inclusive music practices
Arts for Children, Cultural Diversity and the Production of Difference
No full textThis article investigates policies of cultural diversity and difference in the promotion of arts to school children. Based on historical examples from concert promotion for children in Norway the article examines how cultural difference has been produced and mobilized strategically in efforts aimed at strengthening diversity. It is argued that, on the one hand, constructions of difference play an important part in the development of cultural identity and visibility, while on the other hand, a focus on difference can be a basis for cultural categorizations, and potentially, for the formation of unfortunate stereotypes. The article is informed by debates and discussions on arts for children, with reference to theorizations of difference from anthropology and education studies. Questions raised concern how difference best can be addressed in the shaping of an inclusive, anti-oppressive education.This article investigates policies of cultural diversity and difference in the promotion of arts to school children. Based on historical examples from concert promotion for children in Norway the article examines how cultural difference has been produced and mobilized strategically in efforts aimed at strengthening diversity. It is argued that, on the one hand, constructions of difference play an important part in the development of cultural identity and visibility, while on the other hand, a focus on difference can be a basis for cultural categorizations, and potentially, for the formation of unfortunate stereotypes. The article is informed by debates and discussions on arts for children, with reference to theorizations of difference from anthropology and education studies. Questions raised concern how difference best can be addressed in the shaping of an inclusive, anti-oppressive education
Encounters with the World through Cultural Schoolbag Workshops for Teacher Students
No full textThis article raises some questions about encountering the world and subjectivation in art educational practices. Gert Biesta recently criticised the continuing emphasis on expressive and self-centred approaches and pedagogies in art education (2017, 2018). Biesta calls for a world-centred approach to education in general, as well as art education practices that move the focus from oneself to a greater openness towards the world.
In my own art education practice, I attempt to enable this shift from what I see as an emphasis on merely the self to an emphasis on the world—a more sustainable approach to art education. I practise turning students towards the world that explores the possibility for subjectivation: that is, for subjects to come into existence. I frame this teaching strategy as educational dissensus (Skregelid, 2016, 2019a, 2019b, 2020a, 2020b, 2020c).
This article discusses the notion of world-centredness in relation to the initial stages of a pilot study involving teacher students in The Cultural Schoolbag (TCS) workshops. The TCS workshop Teiporama, by the artist Sandra Norrbin, had an explorative character and was oriented towards process rather than focused on developing skills and an artistic object. At first glance, what happened in the workshops might seem like the expressive approach to art education that Biesta criticizes. However, I still believe the workshop revealed something more. This leads me to asking: How can an art practice having the self, the I, as a point of departure at the same time be a world-centred educational practice?This article raises some questions about encountering the world and subjectivation in art educational practices. Gert Biesta recently criticised the continuing emphasis on expressive and self-centred approaches and pedagogies in art education (2017, 2018). Biesta calls for a world-centred approach to education in general, as well as art education practices that move the focus from oneself to a greater openness towards the world.
In my own art education practice, I attempt to enable this shift from what I see as an emphasis on merely the self to an emphasis on the world—a more sustainable approach to art education. I practise turning students towards the world that explores the possibility for subjectivation: that is, for subjects to come into existence. I frame this teaching strategy as educational dissensus (Skregelid, 2016, 2019a, 2019b, 2020a, 2020b, 2020c).
This article discusses the notion of world-centredness in relation to the initial stages of a pilot study involving teacher students in The Cultural Schoolbag (TCS) workshops. The TCS workshop Teiporama, by the artist Sandra Norrbin, had an explorative character and was oriented towards process rather than focused on developing skills and an artistic object. At first glance, what happened in the workshops might seem like the expressive approach to art education that Biesta criticizes. However, I still believe the workshop revealed something more. This leads me to asking: How can an art practice having the self, the I, as a point of departure at the same time be a world-centred educational practice