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Yrkesutøvelse i Kunst og håndverk: Lærerens handlingsberedskap i skolehverdagen
Full text linkThe study is based on the personal experiences of Art and Crafts teachers’, and discusses what the teachers describe doing during their workday. The aim is to contribute to practice-oriented research in Art and Crafts by examining professional practice from the teacher\u27s perspective. The analysis is based on interviews with nine teachers who give us a glimpse into their workday. The theoretical basis of the study builds on a phenomenological understanding of professional knowledge as action-based knowledge. More precisely, the teachers’ readiness to act is examined, understood as the knowledge and skills teachers need for their regular workday. We ask – what is the Art and Crafts teacher\u27s readiness to act in their day-to-day professional life? The findings highlight the complexity of teachers’ professional practice. The analysis shows that readiness to act is composed of three dimensions: logistics and organisation; the practical, embodied knowledge of the teacher; and the teaching itself.Undersøkelsen tar utgangspunkt i kunst og håndverklærernes egen erfaring, og diskuterer det lærerne forteller at de gjør i skolehverdagen. Målet er å bidra til praksisnær forskning i kunst og håndverk ved å undersøke yrkesutøvelse fra lærerens perspektiv. Analysen bygger på intervjuer med ni lærere som gir oss et blikk inn i arbeidshverdagen deres. Undersøkelsen teoretiske perspektiv tar utgangspunkt i en fenomenologisk forståelse av yrkeskunnskap som handlingsbasert kunnskap. Mer spesifikt undersøkes lærernes handlingsberedskap forstått som kunnskap og ferdigheter lærerne trenger i skolehverdagen. Vi stiller spørsmålet: Hva er kunst og håndverklærerens handlingsberedskap i skolehverdagen? Funnene synliggjør kompleksiteten lærernes yrkesutøvelse. Analysen viser at handlingsberedskapen er sammensatt av tre dimensjoner: logistikk og organisering, den kunnskapen læreren har (i hendene) og selve undervisningen
Locating critical design literacy: Review of lower secondary pupils’ submissions for an ecovillage
Full text linkThis paper addresses one of the challenges presented in the call for the October 2022 symposium prior to this special issue: How would we expect design literacy (knowledge) to be demonstrated by non-designers? The study focuses on Norwegian pupils aged 15–16 years who were tasked with designing shared-living spaces for an ecovillage, aiming to encourage mixed use, inclusive social interaction, and a reduction in the carbon footprint. The study explores the level of critical design literacy demonstrated in 55 digital submissions from the pupils. The results indicate that the pupils are more proficient in expressing and discussing aspects of social sustainability than they are at addressing environmental sustainability. The paper concludes by discussing how teachers might structure projects to encourage pupils to engage more deeply in transformative design practices.This paper addresses one of the challenges presented in the call for the October 2022 symposium prior to this special issue: How would we expect design literacy (knowledge) to be demonstrated by non-designers? The study focuses on Norwegian pupils aged 15–16 years who were tasked with designing shared-living spaces for an ecovillage, aiming to encourage mixed use, inclusive social interaction, and a reduction in the carbon footprint. The study explores the level of critical design literacy demonstrated in 55 digital submissions from the pupils. The results indicate that the pupils are more proficient in expressing and discussing aspects of social sustainability than they are at addressing environmental sustainability. The paper concludes by discussing how teachers might structure projects to encourage pupils to engage more deeply in transformative design practices
Interdisciplinary Teaching Scenarios on Sustainable Development in Croatia
No full textThis paper reflects on the project for the creation of teaching scenarios for the curricular Interdisciplinary Topic of Sustainable Development, which addressed a wide variety of subjects in Croatian primary and secondary schools. The paper intends to provide insight into potentially replicable approaches for the creation of teaching resources in similar contexts. The paper aims to identify (1) the project’s approaches that stimulated interdisciplinary collaboration during the creation of the teaching scenarios, and (2) the project’s approaches that could facilitate the adoption of the teaching scenarios by a wide variety of subject teachers. The approaches are explored through observation and reflection by the author, who was the key expert and development leader for the teaching scenarios. The interdisciplinary creation is found to be stimulated by creating conditions for authors to explore sustainable development with an awareness of their subject’s important role in it while paying attention to team relationships, processes, and results, including in online collaboration spaces. The teaching scenarios are found to be more likely to support a multidisciplinary type of implementation than an interdisciplinary one due to teaching activities mostly being not integrated enough to enable team teaching. This, however, allows more enthusiastic individual teachers to use the activities autonomously. The scenario adoption may be supported by the efficient simultaneous addressing of subject outcomes and sustainable development outcomes, by the adaptability of teaching activities, and by the connection between scenario topics and real life, including the life of the school community and wider communities
Future Teachers Conceptualizing Democracy in Pre-war Ukraine, in Palestine, and Norway: Five Dimensions and the “wikied” Democracy Conceptions
Full text linkThis article presents a qualitative study of future teachers’ conceptions of democracy in Ukraine, Palestine, and Norway during a pre-war and pre-pandemic period. In recent years, there has been a noticeable decline in the understanding of the democratic concept and reduced engagement, particularly among youth, coinciding with an assumed global recession of democratic recession. However, democracy also evolves with societal developments, whereas education holds the mandate to renew democratic values in society. This study therefore aims to explore student teachers’ own definitions of the democracy concept. Employing a grounded theory approach, we compare the written responses of 619 student teachers from Ukraine, Palestine, and Norway. The analysis reveals that despite different emphases, democracy is articulated along five dimensions: 1) political systems, 2) political culture, 3) values, 4) actions, and 5) actors. However, the study also indicates a striking finding: To our surprise, there were many identical responses across the data material, interpreted as wikied copy-paste responses, which indicate a distance and irony towards standardized democracy concepts. Consequently, democracy education is in a limbo between standardization and fostering new dimensions, whereas the teachers’ tasks will be challenging in providing democracy concepts born anew for the next generation
Redefining TVET Leadership in Kenya: A Case for Transition from VNR to VLR and the Integration of Indigenous Philosophies
Full text linkThe alignment of technical and vocational education and training (TVET) with industry needs is pivotal for achieving sustainable development goals (SDGs) in Kenya. Yet, reliance on global commitment mechanisms, primarily voluntary national reviews (VNRs), has proven insufficient. This forum piece argues for a strategic transition towards voluntary local reviews (VLRs) and incorporating indigenous philosophies, such as Harambee, to better align TVET with SDG objectives. This transition is essential for fostering inclusive, equitable learning environments, enhancing workforce preparedness, and facilitating a community-centric educational model that effectively addresses local needs while contributing to global sustainability goals. Additionally, this forum piece underscores the need for institutional social change to resolve contradictions in current policies that hinder educational systems from reaching their goals. Drawing from a comparative study of TVET governance models in Nairobi, Kenya, and Pittsburgh, USA, this forum piece illustrates how different approaches can align TVET systems with localized educational demands and SDG frameworks, highlighting policy innovation, leadership development, and community engagement as key strategies for redefining TVET leadership
Reimagining Global Education Policy Research
Full text linkIn Finland, doctoral candidates are required to give an introductory lecture as part of their public dissertation defense. This lecture provides the audience with background information on the phenomenon studied in the dissertation, discusses the main results and central arguments, and proposes the potential contributions of the research. This paper is based on the author’s dissertation, entitled ‘Reimagining Global Education Policy Research: The Case of the European Language Framework (CEFR) Transfer to Japan’ (Nishimura-Sahi, 2024; 2020; 2022; Nishimura-Sahi & Piattoeva, 2024)
Using Makerspaces to enrich Design and Technology education
Full text linkThe studies of Vourikari et al. (2019) and Walan & Gericke (2022), show that a significant amount of research on makerspaces focuses on how these community spaces provide an informal approach to learning that promotes cross-curricular Science, Technology, Engineering, Art, Mathematics (STEAM) education without considering how this could enrich design and technology education. Limited exploratory research has been conducted in the Maltese context on how makerspaces can enhance the professional development of design and technology teachers, supporting students\u27 transition into the workforce, particularly in design, engineering, and technology-related occupations. By conducting an exploratory case study at a makerspace located in the Valletta Design Cluster (VDC) in Valletta, Malta, using observations and interviews as key methods, this study aims to understand the culture of makerspaces, the knowledge and skills exchanged by users, and how these align with engineering and technology literacy requirements (ITEEA, 2020). It also examines the teaching strategies employed, with particular focus on student-centred approaches. Four key themes emerged from the observations and interviews conducted at the makerspace: "teaching and learning methods," "opportunities within makerspaces," "knowledge and skills," and "makerspace users." These themes not only provided a deeper understanding of Malta\u27s makerspace culture, but also highlight the educational potential of makerspaces. This study concludes with a suggestive interpretive account by the researcher, based on the results and literature findings, detailing how makerspaces could enhance formal design and technology education in Malta.
Keywords: design and technology, makerspaces, education, opportunities, teaching and learning.
The studies of Vourikari et al. (2019) and Walan & Gericke (2022), show that a significant amount of research on makerspaces focuses on how these community spaces provide an informal approach to learning that promotes cross-curricular Science, Technology, Engineering, Art, Mathematics (STEAM) education without considering how this could enrich design and technology education. Limited exploratory research has been conducted in the Maltese context on how makerspaces can enhance the professional development of design and technology teachers, supporting students\u27 transition into the workforce, particularly in design, engineering, and technology-related occupations. By conducting an exploratory case study at a makerspace located in the Valletta Design Cluster (VDC) in Valletta, Malta, using observations and interviews as key methods, this study aims to understand the culture of makerspaces, the knowledge and skills exchanged by users, and how these align with engineering and technology literacy requirements (ITEEA, 2020). It also examines the teaching strategies employed, with particular focus on student-centred approaches. Four key themes emerged from the observations and interviews conducted at the makerspace: "teaching and learning methods," "opportunities within makerspaces," "knowledge and skills," and "makerspace users." These themes not only provided a deeper understanding of Malta\u27s makerspace culture, but also highlight the educational potential of makerspaces. This study concludes with a suggestive interpretive account by the researcher, based on the results and literature findings, detailing how makerspaces could enhance formal design and technology education in Malta.
Keywords: design and technology, makerspaces, education, opportunities, teaching and learning
Student Craft Teachers’ Choices During the Garment Design and Making Process: A Qualitative Analysis of Posters
Full text linkThis study aims to identify the choices made by university student craft teachers during the garment design and making process. The research utilises a theoretical framework centred around the clothing design and making process, employing the functional, expressional and aesthetic (FEA) model and Papanek’s function complex model. Two research questions were set: 1) Related to their garment design and making process, what kinds of choices did students outline in their posters? 2) How did student teachers utilise garment analysis models (FEA and Papanek’s functional analysis)? The methodology involved a qualitative content analysis of 23 posters that combined visual elements and textual descriptions created by the participants. The posters highlighted the emphasis on participants’ pragmatic considerations, such as usage intention, making methods and expressional and sustainable choices. Additionally, the studied posters showcased the participants’ satisfaction with their garments, as these garments provided them with a means to express their personal clothing styles and experiences. The findings suggest the need for an increased focus on sustainable practices in teaching clothing courses, as well as design-focused tools that specifically aid in craft product analysis in craft teacher education programmes.
Keywords: clothing, garment design and making, garment construction, higher education, poster analysisThis study aims to identify the choices made by university student craft teachers during the garment design and making process. The research utilises a theoretical framework centred around the clothing design and making process, employing the functional, expressional and aesthetic (FEA) model and Papanek’s function complex model. Two research questions were set: 1) Related to their garment design and making process, what kinds of choices did students outline in their posters? 2) How did student teachers utilise garment analysis models (FEA and Papanek’s functional analysis)? The methodology involved a qualitative content analysis of 23 posters that combined visual elements and textual descriptions created by the participants. The posters highlighted the emphasis on participants’ pragmatic considerations, such as usage intention, making methods and expressional and sustainable choices. Additionally, the studied posters showcased the participants’ satisfaction with their garments, as these garments provided them with a means to express their personal clothing styles and experiences. The findings suggest the need for an increased focus on sustainable practices in teaching clothing courses, as well as design-focused tools that specifically aid in craft product analysis in craft teacher education programmes.
Keywords: clothing, garment design and making, garment construction, higher education, poster analysi
Leder. Første ordinære nummer i den nye multimodale malen for FormAkademisk: – med universell utforming
Full text linkHopeful Things as Minor Interventions in Educational Atmospheres: A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work
Full text linkDrawing on scholarship on affects, moods, and affective pedagogies in education, we explore how educators in a Danish gymnasium weaved hopes and anxieties into a school space and the specific things, such as books and bookshelves, to address and improve the inclusion of racialized students in school life. Based on a feminist new materialist and diffractive reading through translation of English-language based concepts through Danish grammar and language, we explore how the concept of the "happy object" as delineated by feminist scholar Sara Ahmed takes on a more hopeful interpretation when analyzed within the Danish educational context and language. We argue that ‘foreign’ concepts require careful consideration and adaptation to suit another (Danish) linguistic, cultural, and racial context. Making such adjustments is not just a matter of taking specificities of local contexts seriously, it is also a means of advancing theory that can inspire analyses conducted in a wider range of educational time-space-coordinates