Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Critical Data Studies and Data Science in Higher Education: An interdisciplinary and explorative approach towards a critical data literacy
No full textThis paper discusses an explorative approach on strengthening critical data literacy using data science methods and a theoretical framing intersecting educational science and media theory. The goal is to path a way from data-driven to data-discursive perspectives of data and datafication in higher education. Therefore, the paper focuses on a case study, a higher education course project in 2019 and 2020 on education and data science, based on problem-based learning. The paper closes with a discussion on the challenges on strengthening data literacy in higher education, offering insights into data practices and the pitfalls of working with and reflecting on digital data
Ny tid
No full textVi har nå lagt bak oss det vanskelige året 2020, og vi går – forhåpentligvis – inn i en mer normal tid. Noen arbeidsmåter som ble endret under pandemien, tar vi med oss videre. Et eksempel er at mange møter og konferanser nå vil skje digitalt eller hybrid. NAT er intet unntak, og redaksjonen hadde det første digitale møte våren 2021. Det vil redaksjonen fortsette med i form av digitale redaksjonsmøter hvert halvår.
Et tema som redaksjonen diskuterte, var hvilke språk NAT skal publisere sine artikler på. De fleste skandinaver kan lese og forstå andre skandinaviske språk. Norden er i dag ikke et språkfellesskap. Svensk var forholdsvis utbredt i Finland tidligere, og på Island og Færøyene er det vanlig å kunne et skandinavisk språk i tillegg til morsmålet. NAT vil fortsatt først og fremst publisere på de skandinaviske språkene dansk, norsk og svensk for forfattere som bruker disse språkene. For forfattere som ikke bruker dansk, norsk eller svensk, vil NAT kunne publisere deres artikler på engelsk.
Vi oppfordrer NAFs medlemsforeninger og NATs lesere til å vurdere aktuelle foredrag, notater og vitenskapelige rapporter som manuskripter til NAT. Vi minner om at NAT publiserer ulike typer artikler. Vi tror for eksempel mange flere bokomtaler, foredrag, utredningsrapporter og fremragende studentarbeider fra mange av våre masterstudenter, også bør bli spennende artikler i NAT.
Redaksjonen takker Justitieråd Ulrik von Essen ved Högsta förvaltningsdomstolen for hans bidrag i redaksjonen i NAT inntil ny svensk landredaktør ble utnevnt, og vi ønsker biträdande lektor Marta Reuter fra Statsvetenskapliga institutionen ved Stockholms universitet hjertelig velkommen som ny, svensk landredaktør. Takk til alle som har bidratt ved å sende sine manuskripter til tidsskriftet og til våre anonyme konsulenter for deres vurderinger. Takk også til Eirik Hanssen ved OsloMet for støtten ved omleggingen av NAT til ny portal i fjor og teknisk støtte ved utgivelsen av dette nummeret.
Vi ønsker alle god lesning og god sommer!
Åge Johnsen
Hovedredaktø
Change at the Museum - The Knowledge Production of Human Evolution
No full textMuseums today play an important role as a space for learning about science and the world. For this article, the phenomenon of human evolution is explored as an example of knowledge production about change. Empirical materials on exhibitions of human evolution were collected from visits to 25 historical and natural history museums.
The empirical materials are analyzed together with a posthuman version of evolutionary theory, with a focus on aspects of change. This is based on a post-anthropocentric and relational approach to human evolution and change. The analysis shows that (i) museums face an anthropocentric tension, (ii) evolutionary change is seen as both an inherent quality of the individual species and as an entanglement of humans and the natural environment, (iii) the notion of ‘the first human’ produces various and contentious versions of knowledges about evolutionary change
An Analysis of Hate Speech among Armenian Facebook Users
No full textSocial media networking websites have become platforms where users can not only share their photos, moments of happiness, success stories and best practices, but can also voice their criticism, discontent and negative emotions. It is interesting to follow how something that starts as a mere disagreement or conflict over clashing interests or values can develop into a hateful exchange on Facebook that targets social media users based on their gender, religious belonging, ethnicity, sexual orientation, political convictions etc.
The present research explores how hateful posts and comments can start among Facebook users, and studies the language means employed in their design.
The factual material was retrieved from more than ten open Facebook pages managed by popular Armenian figures, such as media experts, journalists, politicians and bloggers, in the period 2018–2020.
The analysis of hate speech samples extracted from these sources shows that hate speech can find its explicit and implicit reflection in the online communication of Armenian Facebook users, and can be characterised by contextual markers such as invisibility, incitement to violence, invectiveness and immediacy. The language analysis of the posts and comments comprising hate speech has helped to identify language features of hateful comments including informal tone, use of passive voice, abusive and derogatory words, rhetorical or indirectly formed questions, generalisations and labelling
Hate Speech in Online Polylogues: using examples of LGBT issues in Georgian computer-meditated discourse
No full textThis research is the first attempt in Georgia to analyse hate speech emerging in Computer-Meditated Communication. Particular attention is paid to the polylogal, asynchronic remarks made by members of the public reacting to online newspaper articles or press releases concerning the LGPT pride event planned for 18 - 23 June 2019, in Tbilisi, Georgia.
The methodology is based on combining methods utilized in CDA and Genre Approach to (im)politeness which is in accord with the general approach to CMDA .
At the first stage of the analysis, the examples of hate-speech acts were analysed according to the following criteria: identification of linguistic means and strategies employed while expressing impoliteness and specificity of identity construction (self-asserted versus others -asserted, positive versus negative, roles of participants and strategies of conflict generation or management). Next, linguistic peculiarities of hate speech (for instance, linguistic triggers [threats, insults, sarcasm incitements], wordplay, taboo, swear and derogatory words, metaphors, allusions and similes) were identified and analysed.
Quantitative methodology was employed while stating the number of proponents and opponents of the event as well as statistical data referring to the number of linguistic and politeness strategies employed while expressing an opinion.
This research shows particular tendencies of how impoliteness can be realised and how social identities can be construed using the example of hate discourse concerning LGBT pride
in Georgia. However, to fully explore the genre properties of hate discourse in Georgia further research based on examples of hate-discourse strategies applied when discussing ethnic minorities and gender roles, is needed
Cai Yuanpei’s Vision of Aesthetic Education and His Legacy in Modern China
No full textCai Yuanpei is widely understood to have been a traditionally educated Chinese scholar who then turned his attention to Western philosophy. He is known to have played a central role in the development of Republican educational philosophies and institutions, with a legacy that continues to inform education in China. Studies tend to interpret Cai Yuanpei’s approach to aesthetic education in light of his educational experience in Germany, regarding him as a Kantian scholar. However, the Confucian roots of his aesthetic education seldom draw scholarly attention. To fill the gap, this article examines Cai’s vision of aesthetic education based on both his academic background in the East and his knowledge of Western philosophy and maps out his influence on and legacy in aesthetic education in China. It argues that Cai’s vision of aesthetic education has influenced modern Chinese education in three main ways: by bridging the gap between moral education and aesthetic education to nurture citizenship, by encouraging aesthetic education for whole-person development, and by adopting an interdisciplinary approach to school aesthetic education. The article concludes by reflecting on the enduring value of Cai’s vision of aesthetic education to modern Chinese education
Haugerudbekken: Community Improvement through Socially Engaged Art
No full textHaugerudbekken is the collective title of a series of art projects where two local artists (the authors of this article) collaborate with pupils from local schools in Haugerud to create public art installations in the neighbourhood. Haugerudbekken may be considered a practical exploration guided by principles in the fields of socially engaged art (SEA), teaching artists (TA) and community artists (CA). The project is being undertaken within the broader context of a government run local improvement initiative in the Oslo suburbs of Haugerud and Trosterud. A growing demand for art entering a societal context (like urban development) calls for approaches emphasizing dialogue, communication and local affiliation. As this demand grows, so does the need for best-practice guidance for initiating artists as well as for policymakers and others inviting artists to contribute. Furthermore, our approach as independent artists working within a community setting might also benefit from clarification of theory and framework in this field.
This article therefore aims to share knowledge gathered through our three years (and still ongoing) working on Haugerudbekken, pinpointing what we believe to be key success factors as well as challenges in our project. Findings are discussed in relation to existing theory and relevant practice in SEA, TA and CA informing existing guidelines as well as terminology.
Haugerudbekken is the collective title of a series of art projects where two local artists (the authors of this article) collaborate with pupils from local schools in Haugerud to create public art installations in the neighbourhood. Haugerudbekken may be considered a practical exploration guided by principles in the fields of socially engaged art (SEA), teaching artists (TA) and community artists (CA). The project is being undertaken within the broader context of a government run local improvement initiative in the Oslo suburbs of Haugerud and Trosterud. A growing demand for art entering a societal context (like urban development) calls for approaches emphasizing dialogue, communication and local affiliation. As this demand grows, so does the need for best-practice guidance for initiating artists as well as for policymakers and others inviting artists to contribute. Furthermore, our approach as independent artists working within a community setting might also benefit from clarification of theory and framework in this field.
This article therefore aims to share knowledge gathered through our three years (and still ongoing) working on Haugerudbekken, pinpointing what we believe to be key success factors as well as challenges in our project. Findings are discussed in relation to existing theory and relevant practice in SEA, TA and CA informing existing guidelines as well as terminology
In the Footsteps of an Observer – Looking at Edvard Munch in Åsgårdstrand
No full textThis article presents an arts based approach to some of the motifs that Edvard Munch painted during his many stays in the Norwegian town of Åsgårdstrand. The author examines the relationship between Munch’s and her own observations made from the very same vantage points in the landscapes. The theoretical thrust of the article is informed by arts based research as promoted by art education theorists Barone and Eisner (2012) and art therapy researcher McNiff (2013). It is also inspired by Pink’s text “Doing sensory ethnography” (2009), which highlights the multisensory experience and recognises the significance of the researcher’s own presence in the data collection process.
A key tool in the research project was a tablet device (iPad), used both as a camera in the field and as a tool for creative artistic exploration in practice. The method involved digitally painting Munch’s figures onto photos taken from the same places as the artist must have stood when inspired to paint his famous pictures. The author argues that a tablet with artistic software applications can serve as a versatile and handy “portable studio”, facilitating immediate first-hand experience and understanding. The concluding discussion focuses on how this practical arts based approach to the work of a famous artist can be implemented in an art education setting.This article presents an arts based approach to some of the motifs that Edvard Munch painted during his many stays in the Norwegian town of Åsgårdstrand. The author examines the relationship between Munch’s and her own observations made from the very same vantage points in the landscapes. The theoretical thrust of the article is informed by arts based research as promoted by art education theorists Barone and Eisner (2012) and art therapy researcher McNiff (2013). It is also inspired by Pink’s text “Doing sensory ethnography” (2009), which highlights the multisensory experience and recognises the significance of the researcher’s own presence in the data collection process.
A key tool in the research project was a tablet device (iPad), used both as a camera in the field and as a tool for creative artistic exploration in practice. The method involved digitally painting Munch’s figures onto photos taken from the same places as the artist must have stood when inspired to paint his famous pictures. The author argues that a tablet with artistic software applications can serve as a versatile and handy “portable studio”, facilitating immediate first-hand experience and understanding. The concluding discussion focuses on how this practical arts based approach to the work of a famous artist can be implemented in an art education setting
