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Föreställningsförmåga som kommunikativ resurs : Slöjdelevers gemensamma estetiska erfarenheter i idéutveckling
Full text linkMultimodal kommunikation kring estetiska aspekter i ett slöjduppdrags idéutvecklingsfas är fokus i den här artikeln. Kommunikativa aspekter vid undervisning i slöjd har tidigare undersökts ur olika perspektiv: hur läraren förmedlar hantverkskunskaper och att elever lär av varandra. Även materialets roll i skapande processer har varit av intresse: hur materialet inspirerar, samarbetar eller ger motstånd i hantverksprocesser. Empirin som ligger till grund för artikeln kommer från en videodokumenterad forskningslektion i slöjd med 8 ̶ 9 år gamla elever. Intresset riktas mot hur lärarens inledande undervisning, materialet, rummet och elevernas estetiska erfarenheter bidrar i idéutvecklingen. I analysen används begreppet collaborative imagining, att föreställningsförmåga är en gemensam resurs för kommunikation vid utveckling av idéer. Vi kunde se att föreställningsförmåga gav eleverna både imaginära och konkreta kommunikativa resurser i idéutvecklingen. Resultatet visar att eleverna använde föreställningsförmåga kollaborativt när de i samarbete utvecklade idéer i handling genom samspel med materialet och med inspiration från egna och gemensamma estetiska erfarenheter.
Keywords: slöjd, idéutveckling, embodied learning, kollaborativ föreställningsförmåga, estetiska erfarenheter, multimodal transkriptionMultimodal kommunikation kring estetiska aspekter i ett slöjduppdrags idéutvecklingsfas är fokus i den här artikeln. Kommunikativa aspekter vid undervisning i slöjd har tidigare undersökts ur olika perspektiv: hur läraren förmedlar hantverkskunskaper och att elever lär av varandra. Även materialets roll i skapande processer har varit av intresse: hur materialet inspirerar, samarbetar eller ger motstånd i hantverksprocesser. Empirin som ligger till grund för artikeln kommer från en videodokumenterad forskningslektion i slöjd med 8 ̶ 9 år gamla elever. Intresset riktas mot hur lärarens inledande undervisning, materialet, rummet och elevernas estetiska erfarenheter bidrar i idéutvecklingen. I analysen används begreppet collaborative imagining, att föreställningsförmåga är en gemensam resurs för kommunikation vid utveckling av idéer. Vi kunde se att föreställningsförmåga gav eleverna både imaginära och konkreta kommunikativa resurser i idéutvecklingen. Resultatet visar att eleverna använde föreställningsförmåga kollaborativt när de i samarbete utvecklade idéer i handling genom samspel med materialet och med inspiration från egna och gemensamma estetiska erfarenheter.
Keywords: slöjd, idéutveckling, embodied learning, kollaborativ föreställningsförmåga, estetiska erfarenheter, multimodal transkriptio
Made by entangled words and wool: Rhizomatic relations in writing and making with(in) the phenomenon of wool felting
Full text linkIn this essay, I highlight a performative and rhizomatic approach to my art-based research using the phenomenon of wool felting to address entangling words and wool fibres as a material-discourse. I address drifting movements from the notion of a/r/tography as I perceive it, through echo, resonance and re-emergence in my art-based research design. This is done by querying, and caring for, the idea of identity, as I carry many of them, of various nature and various intensities. Furthermore, I decentralise the human in the art-based research methodology that I have been using in recent years in artistic, scholarly and pedagogical contexts. This text dialogues with the recent work of Stephanie Springgay (2020 and 2022), especially her work related to the concept of feltness, and more broadly research-creation (Manning, 2016).
Photo: Samira Jamouch
Interprofessional Collaboration in Health Care: Clinical Pharmacists’ Brokering Activities in Medication Reviews
Full text linkIn hospitals, several professions collaborate on patients’ medication treatment. We explore clinical pharmacists’ work and ask what opportunities and challenges arise when clinical pharmacists participate in interprofessional medication reviews. Findings from observations and interviews in two hospitals reveal that medications were discussed in greater depth in pre-rounds where clinical pharmacists were present as they negotiated medication treatment, leading to collaboration with physicians and boosting nurses’ engagement. Clinical pharmacists’ brokering activities created knowledge-sharing opportunities and aligned perspectives across professional boundaries. However, clinical pharmacists also experienced challenges being heard by physicians, highlighting professional conflicts regarding jurisdictional claims to medication decisions. This challenge was accentuated by a lack of adaptation for clinical pharmacists’ occupational role on a structural level. We argue for consistent adaptation for clinical pharmacists’ occupational roles to support their professional jurisdiction and utilise comprehensive work practices in medication treatment
Å se skjult rasisme i norsk akademia:: den ubehagelige samtalen
Full text linkThis article critically examines the reproduction of institutionalized whiteness in Norwegian academia and higher education. Employing autoethnography, the authors delve into their own racialized positionalities as researchers and educators in Early Childhood Education, reveling their entanglement in a specific pedagogical legacy that emphasizes White supremacist epistemologies and ontologies. The authors argue that this contextual reality is saturated in a color-evasive (Annamma et al., 2017) discourse where race often becomes obscured. Despite the continued influence of racialization processes on people’s life prospects, reinforcing inclusion and exclusion dynamics, Norwegian researchers, teachers, and students notably lack a language for discussing race. This article explores the potential and limitations of developing such a language to expand the discourse on race and racism in Norway. By scrutinizing the volatile and dynamic insider/outsider continuum, the authors contend that institutional whiteness must be critically examined through a decolonial lens, considering Nordic exceptionalism and color-evasiveness. Drawing on Sara Ahmed’s phenomenological conceptualization of institutional whiteness, the article conducts a critical investigation into how conversations about race are obscured in Norwegian higher education, particularly within Early Childhood Education. The authors engage in an autoethnographic account of how racism and institutionalized whiteness materializes in Norwegian academic spaces. Our utilization of autoethnography in the form of a conversational exchange serves to exemplify a methodological approach for articulating discussions on race, white privilege, and associated themes in the Norwegian context. This dialogue offers not only a template for navigating conversations within a discourse of color-evasiveness and race evasiveness but also underscores the inherent challenges and necessity for thorough reflexivity in such dialogues
Reflection on racialization, whiteness, and researcher positionality as \u27not-quite-white\u27 in the field of educational studies
No full textThis article draws on two autoethnographic vignettes from an ethnographic field study conducted in a Danish elementary school over six months. By unfolding two vignettes from photo-elicitation interviews (PEIs), the study analyses how researcher positionality relates to students’ experiences of marginalization and makes feelings of being racialized or othered come to the fore. The study proposes the notion of ‘sticky’ emotion and affect as an analytical lens that provides a more critically reflexive analytical framework to address the interactions between the researcher, racialized students, positionalities, and the research process. The purpose of this paper is to contribute to the discussion and reflection on racialization and whiteness to challenge the pull of racialization. The theoretical framework draws on the concepts of whiteness and racialization, which is followed by methodological reflections on researcher positionality.
Keywords: researcher positionality, vignette, affect, ‘sticky’ emotion, racialization, whiteness, Nordic exceptionalism, ethnography, racialized student
Pædagogik og didaktik på erhvervsuddannelser med almene og erhvervsrelaterede perspektiver
Full text linkDanske erhvervsuddannelser har en dobbelthed indbygget i erhvervspædagogik, da uddannelserne både har et alment uddannelsessigte og et erhvervsrettet sigte. Derfor er formålet med artiklen at bidrage til en indsigt i denne dobbelthed på baggrund af den måde, demokrati er skrevet ind i VET. Der står i Erhvervsuddannelsesloven, at uddannelsen skal ”bidrage til at udvikle de uddannelsessøgendes interesse for og evne til aktiv medvirken i et demokratisk samfund”. Da der ikke er formelle retningslinjer for, hvorledes demokrati kan didaktiseres anlægger artiklen en induktiv tilgang på baggrund af aktionsforskning på en social- og sundhedsskole. Gennem et år mødes en gruppe undervisere, en leder samt en forsker, og det empiriske materiale er dialoger, logbøger, observationer fra undervisning samt interviews.
Artiklen spørger til, hvorledes undervisere didaktisere formålets formulering om demokrati, og dette analyseres på baggrund af tre tilgange: 1) Bernsteins begreb om rekontekstualisering, 2) Illeris´ model for læring og arbejdsmønstre samt 3) forståelsen af demokratibegrebet. Resultaterne viser, at formålet ikke er velkendt, men at alle finder måder at didaktisere demokrati på. Deltagerdemokrati er den mest dominerende forståelse af demokrati. Variationen er stor i forhold til dobbeltheden og balancen mellem det almene og det erhvervsrettede, men alle undervisere tænker i begge dele i lyset af elevers selvtillid, deltagelse, inklusion, dannelse samt borgerperspektiver. Didaktiseringen varierer også i forhold til fordeling mellem deltagerstyring og lærerstyring samt i forhold til erkendelsesformer. På baggrund af disse forskellige rekontekstualiseringer i erhvervspædagogik peger artiklen på de grundlæggende udfordringer i forholdet mellem teori og praksis i vekseluddannelser, og der argumenteres for, at de kontekstnære didaktiseringen har fordele, og at skoler og læreruddannelse har centrale opgaver for at understøtte dette.Danish vocational education and training, VET, have a duality built into vocational pedagogy, as education has general and vocational purposes. Therefore, the article aims to contribute to understanding this duality based on the notion of democracy. The Vocational Education and Training Act states that education should “contribute to developing the educational seekers’ interest in and ability to actively participate in a democratic society.” Since there are no formal guidelines for how democracy can be taught, the article takes an inductive approach based on action research at a social and healthcare college. A group of teachers, a leader, and the researcher met for a year and generated empirical data that includes dialogues, logbooks, teaching observations and interviews.
The article asks how teachers implement the formulation of democracy, and this is analysed based on three approaches: 1) Bernstein’s concept of recontextualisation, 2) Illeris’ model for learning and work patterns, and 3) the understanding of democracy. The results show that the purpose is not well known, but everyone finds ways to teach with democracy didactically. Participatory democracy is its most dominant understanding. There is great variation about the duality and balance between the general and the vocational purpose. Didactic variation is seen when considering the shared the control by participants and teachers including forms of knowledge. Based on these different ways of recontextualisation in vocational pedagogy, the article argues that contextual didacticism has advantages that are central tasks for schools and teacher education to support.Danske erhvervsuddannelser har en dobbelthed indbygget i erhvervspædagogik, da uddannelserne både har et alment uddannelsessigte og et erhvervsrettet sigte. Derfor er formålet med artiklen at bidrage til en indsigt i denne dobbelthed på baggrund af den måde, demokrati er skrevet ind i loven. Der står i Erhvervsuddannelsesloven, at uddannelsen skal ”bidrage til at udvikle de uddannelsessøgendes interesse for og evne til aktiv medvirken i et demokratisk samfund”. Da der ikke er formelle retningslinjer for, hvorledes demokrati kan didaktiseres, anlægger artiklen en induktiv tilgang på baggrund af aktionsforskning på en social- og sundhedsskole. Gennem et år mødes en gruppe undervisere, en leder samt en forsker, og det empiriske materiale er dialoger, logbøger, observationer fra undervisning samt interviews.
Artiklen spørger til, hvorledes undervisere didaktiserer formålets formulering om demokrati, og dette analyseres på baggrund af tre tilgange: 1) Bernsteins begreb om rekontekstualisering, 2) Illeris´ model for læring og arbejdsmønstre samt 3) forståelsen af demokratibegrebet. Resultaterne viser, at formålet ikke er velkendt, men at alle finder måder at didaktisere demokrati på. Deltagerdemokrati er den mest dominerende forståelse af demokrati. Variationen er stor i forhold til dobbeltheden og balancen mellem det almene og det erhvervsrettede,. Didaktiseringen varierer i forhold til fordeling mellem deltagerstyring og lærerstyring samt i forhold til erkendelsesformer. På baggrund af disse forskellige rekontekstualiseringer i erhvervspædagogik argumenteres for, at den kontekstnære didaktiseringen har fordele, og at skoler og læreruddannelse har centrale opgaver for at understøtte dette
Educational approaches beyond digital capitalism: Final interim results of a practice-based research project
Full text linkThis article focuses on the question of how young people in different educational settings can be methodically and didactically motivated to deal with digital capitalism. To this end, theoretical perspectives on digital capitalism, the positionality of (capitalism-)critical (political media) education and its seemingly apparent self-evidence are problematised in the first step. Next, “Critical Data Literacies – a practice-based research project on digital capitalism” is outlined. Its aim was to develop educational methods for interrogating different aspects of digital capitalism by fostering critical-aesthetic data literacies. The proposed methods have been tested with youth, students and educational professionals in Germany. Empirical results from the accompanying qualitative research are presented here to generate perspectives for comparable project contexts and deepening research
Knowing what’s normal. The Production and Conveyance of Knowledge via Menstrual Tracking Apps and what that has to do with Capitalism
Full text linkMenstrual tracking applications that enable users to translate bodily states in relation to their menstrual cycle into data by means of predefined categories are part of the growing lifelogging and (self-)datafication trend. Combining questions on customisation and capitalistic logics in the digital present, the article first reveals two levels of (self-)disciplining by interweaving exemplary observations of the menstrual tracking application Flo with theoretical considerations. In the subsequent analysis, it becomes apparent that human and algorithmic optimisation in the context of menstrual tracking applications merge in an almost economic process. Through the interrelationships among (self-)discipline, health, and capitalism, technology-induced pre-sortings and algorithmic prefigurations become visible, prompting a debate on the modes of subjection in the digital present
Choreographer/researcher/teacher: Developing a/r/tography as an approach to dance pedagogy at Stockholm University of the Arts in a professional learning community of teachers
Full text linkThis article follows the becoming a/r/tographic of four colleagues working within the field of dance pedagogy at Stockholm University of the Arts. The four colleagues – Tone, Camilla, Stina, Madelaine - are part of a larger professional learning community of staff that together have carried out a 3-year long change project restructuring the BA program in dance pedagogy. As a result, the BA has been given an a/r/tographic approach, emphasizing the entangled positions of the artist, researcher, and teacher in dance pedagogy. Another result is the open course A/r/tography in theory and practice in higher education (7.5 ects), which was developed to qualify staff to work through a/r/tography. The four authors of this article were all involved in the first round of the open course, Tone as course teacher, and Camilla, Stina, and Madelaine as staff-students. The course is the entanglement from which they have explored the question that guides this article: How is a/r/ography being developed for the field of dance pedagogy in the context of Stockholm University of the Arts in an ongoing collaborative learning community of teachers? Their exploration is based in a diffractive methodology, thinks-with theory from a/r/tography and expanded choreography, and has resulted in three a/r/tographic expositions on Research Catalogue. The insights arrived at are discussed as: values; performative pedagogy; expanded choreography; a researching approach as choreographers/researchers/teachers; and professional development of staff in higher dance education.
Photo: Camilla Reppe