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Clothing - Will we create or just wear? The case of Latvia
Full text linkClothing making has been part of the craft curriculum in Latvia since the introduction of the subject in general education. The name of the subject has been changed several times, but learning clothing production has been included at almost all times. In 2020, the name of the subject was changed to Design and Technology. The aim of the present research is to identify the opportunities and needs for teaching clothing making in general education in Design and Technology in Latvia. The research employs a mixed-methods design using document analysis, questionnaires, and semi-structured interviews for data collection. The results of the document analysis show that while the standards for comprehensive education do not include learning outcomes related to the history, care, design, and making of clothing, the Design and Technology curriculums include themes where students can learn clothing-making skills. Most teacher-students (N=242) and all teachers (N=4) believe that skills related to clothing creation and alteration should be learned in general education. Teacher-students consider that the most important thing to learn is how to mend clothes, even though it is not included in regulatory documents. According to teachers, based on the current number of lessons, students in basic education should acquire basic knowledge and clothes-making skills; in secondary education, students can then learn to sew and modify clothes. Discussions on this topic are needed among a wider circle of professionals, because currently, whether students learn to make clothes depends on the views of each individual teacher.
Keywords: clothing, clothing-making, design and technology, general education, sewingClothing making has been part of the craft curriculum in Latvia since the introduction of the subject in general education. The name of the subject has been changed several times, but learning clothing production has been included at almost all times. In 2020, the name of the subject was changed to Design and Technology. The aim of the present research is to identify the opportunities and needs for teaching clothing making in general education in Design and Technology in Latvia. The research employs a mixed-methods design using document analysis, questionnaires, and semi-structured interviews for data collection. The results of the document analysis show that while the standards for comprehensive education do not include learning outcomes related to the history, care, design, and making of clothing, the Design and Technology curriculums include themes where students can learn clothing-making skills. Most teacher-students (N=242) and all teachers (N=4) believe that skills related to clothing creation and alteration should be learned in general education. Teacher-students consider that the most important thing to learn is how to mend clothes, even though it is not included in regulatory documents. According to teachers, based on the current number of lessons, students in basic education should acquire basic knowledge and clothes-making skills; in secondary education, students can then learn to sew and modify clothes. Discussions on this topic are needed among a wider circle of professionals, because currently, whether students learn to make clothes depends on the views of each individual teacher.
Keywords: clothing, clothing-making, design and technology, general education, sewin
Learning from the Endeavours Made to Actualise Teacher Education and School Frameworks: Annotations to Advance Policies and Practices
Full text linkDespite the efforts made to reform education in Eritrea, the quality of teachers, which directly originates from an established teacher education programme (TEP), has not ensured the desired outcome in the education practices in Eritrea. A contextual extrapolation has made it clear that learners’ learning achievement is low in the country. We uphold the need to enhance teacher professionalism through instituting TEPs that highly focus on developing teacher professional skills and dispositions to actualise certain frameworks. We have voiced our analytic and inductive reasoning to discover situations and suggest better ways of practice and policy considerations. Our study followed a qualitative approach using reflective talks and inductive analysis developed through a longitudinal study. It thoroughly examined the informally introduced and practised model that used collaborative action research (CAR) to try out TEP and school frameworks. It was deduced from the outcomes and processes of the individual and collective engagements and behaviours sensed during the last four years (June 2019 – January 2023) that markedly made various implications to the education system in Eritrea. It urged that teacher educators and schoolteachers should collaborate, engage in research and practice-based actions to develop requisite professional behaviours, attitudes, and values that can help improve practices in continuously changing educational situations. It claimed continuous professional development as an agent of teacher intellectual and moral advancement. We learned that all the processes we went through have powerful messages for every aspect of education, TEP, and school practices in the country. We insist that there is a possibility of doing and relating through CAR in transforming educational practices and ensuring the coherence between reform intentions and their practical implementation
From Guardianship to Complicity: A Boundary Perspective on Professional Misconduct
Full text linkThis article explains professional misconduct through a boundary-centred ecological perspective. Although professions have historically justified their status and labour market privileges through social trusteeship and public service claims, numerous scandals—from Enron and Parmalat to the financial crisis and the opioid epidemic—reveal systematic failures of professional gatekeepers. I argue that these failures arise when boundaries within and around the system of professions are poorly designed or managed, particularly by being too weak, too strong, or too uncertain. These conditions generate mechanisms such as capture, conflicts of interest, collective myopia, double deontology, and regulatory arbitrage, leading to an increased likelihood of professional failure and misconduct. Contemporary trends such as globalisation, commercialisation, and technological change further destabilise traditional arrangements. The article concludes by advocating a configurational approach to boundary design to strengthen contemporary professional regulation
Professional Expertise, Scientific Knowledge, Citizens’ Insights and Non-Knowledge. When to Trust Experience-Based Knowledge Claims
Full text linkThis paper compares the status and qualities of different forms of expertise and distinguishes them from non-knowledge. It contrasts professional and scientific expertise with a less institutionalised and credentialed but increasingly prominent form: practical, experience-based “lay” or “citizen” expertise. Drawing on social studies of knowledge, expertise, science and the professions, the paper asks when expertise claims are reliable and how the value of experience-based claims can be assessed.
Expertise is conceptualized pragmatically as specialized knowledge that provides orientation to others. While different forms of expertise may be provided by different actors, conveyed through different means and relevant in different contexts, they respond to shared validity standards: authoritative claims must be non-ubiquitous, problem-relevant, and advanced by trustworthy, impartial speakers with specialized capabilities. However, these standards must be translated into context- and knowledge-specific indicators. Assessing experience-based expertise is particularly challenging because conventional markers of epistemic authority are absent. The paper discusses two responses that build on professionalising, processing and certifying lay expertise, thereby partially transforming its character
Roller i spill i Kunst og håndverk: Lærerstudenters rollemodeller fra skole og fritid
Full text linkThis article draws on data from the research project Praksisrelevans i grunnskolelærerutdanningen (PiGLU) at Western Norway University of Applied Sciences. It explores the role models and communities of practice that Art and crafts teacher education students consider significant for their subject experiences. The study examines their prior experiences and interests in material areas brought into the programme. The problem statement asks: Which communities of practice and role models do students refer to in developing prior knowledge in design, art and crafts, and what characteristics do they find relevant? Data were collected through a questionnaire and qualitative interviews, analyzed thematically. Findings show varied experiences from formal and informal arenas and partly gendered role models: women are often linked to textiles, while men are cited for woodwork.Denne artikkelen baserer seg på data fra forskningsprosjektet Praksisrelevans i grunnskolelærerutdanningen i Kunst og håndverk (PiGLUKH) ved Høgskulen på Vestlandet. I artikkelen belyser vi hvilke rollemodeller og praksisfellesskap lærerstudentene i Kunst og håndverk oppgir som viktige for kompetansen de har med inn i faget. For å undersøke problemstillingen: Hvilke praksisfellesskap og rollemodeller viser lærerstudenter til i utviklingen av forkunnskaper i ulike materialområder tilhørende skolefaget Kunst og håndverk, og hva oppgir lærerstudentene som relevante kjennetegn ved disse rollemodellene?, ble spørreskjema og en kvalitativ intervjuundersøkelse gjennomført. Tematisk analyse av datamaterialet viser stor variasjon i lærerstudentenes erfaringer fra grunnskolealder. Studien avdekker et mønster med delvis kjønnsbaserte rollemodeller i tilknytning materialområdene som inngår i Kunst og håndverk. I tilfeller der lærerstudentene har erfaring fra materialområdet tekstil, oppgir de ofte kvinner som rollemodeller, mens innen materialområdet tre oppgir de mannlige rollemodeller
Leder. FormAkademisk åpner nå for forslag til fagfeller fra forfatterne
Full text linkAt this year’s meeting of the Editorial Team and Editorial Board of FormAkademisk, on the last Friday in November, the problem of obtaining peer reviewers to review articles, a problem shared by many other scientific journals, was put on the agenda. It was agreed that when submitting articles, authors are to be encouraged to enter suggestions for at least two peer reviewers, preferably more, in the field Comment to the editor. To avoid doubts about impartiality, peer reviewers cannot have professional or personal ties to the article author(s). Authors are also given the opportunity to name people they think should not be peer reviewers because they may have a conflict of interest. This may apply if an article contains criticism of a theory or other research result that was published by the person(s), for example. However, to make it very clear, it is always the Section Editor(s) who decide who will be peer reviewers of articles submitted to FormAkademisk.På årets møte for redaksjonen og redaksjonsrådet i FormAkademisk siste fredag i november ble problemene med å skaffe fagfeller til å vurdere artiklene, i likhet med mange andre vitenskapelige tidsskrift, satt på dagsorden. Det ble enighet om å åpne for at forfatterne ved innsending av artikler oppfordres til å legge inn forslag om minst to fagfeller, gjerne flere, i feltet Kommentar til redaktøren. For å unngå tvil om habilitet kan ikke fagfeller ha profesjonelle eller personlige bånd til artikkelforfatter(ne) som kan innebære tvil om habilitet. Forfatterne får også mulighet til å navngi personer de mener ikke bør være fagfelle fordi de kan ha en potensiell interessekonflikt. Det kan f.eks. gjelde hvis en artikkel inneholder kritikk av en teori eller annet forskningsresultat som tidligere er publisert av en annen. For å gjøre det helt klart, det er alltid seksjonsredaktør(ene) som avgjør hvem som skal være fagfeller i FormAkademisk
Editorial
Full text linkCelebrating curiosity, craft and courage, this last RERM issue in 2025 brings together five articles that all reimagine what educational inquiry can be. Through methodologically inventive studies and arts‑based experiments, the contributors offer counter‑maps of traditional scholarship, material and playful engagements with texts and data, multimodal practices that render and contest racialized structures, and posthuman provocations that attend to plants and other more‑than‑human actants. Together they constitute an invitational provocation to attend to perhaps unexpected agencies and relations in educational research
Dysplastic Foot with Soft-Tissue Hypertrophy: Radiographic Features Suggestive of Proteus Syndrome
Full text linkIntroduction: Proteus syndrome is a rare, sporadic, and highly variable disorder characterized by asymmetric and disproportionate overgrowth of multiple tissues, including bone, skin, and adipose tissue. The condition results from somatic mosaic activating mutations in the AKT1 gene and may pose challenges due to its overlap in presentation with other congenital overgrowth syndromes.
Case presentation: This case report is of a 22-year-old female with a congenital, progressively enlarging deformity of the right foot and ankle. Radiographic evaluation revealed severe dysplastic changes involving metatarsals, phalanges, and tarsal bones with massive soft tissue hypertrophy but without aggressive or neoplastic features, suggesting the diagnosis of a localized overgrowth disorder consistent with Proteus syndrome.
Discussion: Asymmetrical patchy skeletal overgrowth with soft tissue hypertrophy in the absence of vascular malformations should raise the suspicion of Proteus syndrome during imaging. Among the overgrowth disorders, Proteus syndrome needs to be differentiated from Klippel-Trénaunay syndrome, neurofibromatosis type 1, and tuberous sclerosis complex. While radiographic findings are highly suggestive, they are not diagnostic, and genetic confirmation of the AKT1 mutation remains the gold standard.
Conclusion: Radiography is essential to identifying the specific features of the congenital overgrowth disorders and guiding a differential diagnosis. Recognition of characteristic imaging patterns can lead to early suspicion of Proteus syndrome and appropriate referral for genetic testing and multidisciplinary management of patients
From Transnational Policy to National Curricula: Tracing the Diffusion and Integration of Sustainability in School Curricula in Pakistan, Norway, England, and India
No full textThis paper examines how transnational policies on sustainability, particularly the UN\u27s Sustainable Development Goals (SDGs), diffuse to and reflect in national curriculum frameworks in England, India, Norway, and Pakistan. Using a qualitative exploratory design, the study analyses policy documents from transnational organisations and national curriculum frameworks from the four countries. The research focuses on how these countries conceptualize and integrate sustainability within their education systems, exploring the dominant educational ideologies underpinning these approaches. The findings reveal a clear pattern of diffusion of the three-dimensional model of sustainability (environmental, social, and economic) from transnational policies to national contexts. However, the study also highlights significant variations in how each country integrates this model, reflecting different national contexts, cultural values, and policy decisions. The study concludes that despite a global push for sustainability education, its integration remains largely contingent on national priorities and contextual factors. Further research is needed to understand how these different approaches translate into classroom practice and impact pupil learning. In particular, the study highlights in comparative terms the interplay of the national and the global in shaping curricular conceptualizations of sustainability and education for sustainable development