OsloMet Periodika
Not a member yet
2463 research outputs found
Sort by
Fagdidaktikk for lærerutdanneres undervisningsforberedende praksis: Et a/r/totek og en modell for a/r/tografisk (ut)forsking
Full text linkIn this article, I examine the teacher educator\u27s preparatory practices in arts and crafts. The study is experience-based and auto-ethnographic. The practice is examined and interpreted within an a/r/tographic methodological framework. In the interpretation of the material, I use phenomenological hermeneutics and the hermeneutic circle. The research question is: What elements are operative in an a/r/totheke, and how can they be incorporated into a model for didactic (re)search? The preparatory practice is characterized by the teacher educator developing and creating an archive that I conceptually call an a/r/totheke. Artifacts are central, and the elements that are operative in the a/r/totheke are didactics, graphein, and art-making. From each of these, formative meaning, immaterial meaning, and material meaning develop. The model for didactic (re)search is process-based and contributes to expanding perspectives for meaning-making activities and formation in the subject of Art and Design, including elements of visual arts, crafts, and material-based design.
Photo: Anne Guro Schmidt AntunI denne artikkelen undersøker jeg lærerutdannerens undervisningsforberedende praksis i kunst og håndverk. Undersøkelsen er erfaringsbasert og auto-etnografisk. Praksisen undersøkes og tolkes i en a/r/tografisk metodologisk ramme. I tolkningen av materialet bruker jeg fenomenologisk hermeneutikk og den hermeneutiske sirkelen. Forskningsspørsmålet er: Hvilke momenter er virksomme i et a/r/totek og hvordan kan de innpasses i en modell for didaktisk (ut)forsking? Den undervisningsforberedende praksisen karakteriseres av at lærerutdanneren utvikler og skaper et arkiv jeg begrepsmessig kaller for a/r/totek. Artefakter er sentrale, og momentene som er virksomme i a/r/toteket er undervisning, graphein (tekst) og formgivning. Fra hver av disse utvikler det seg dannende betydning, immateriell betydning og materiell betydning. Modellen for didaktisk (ut)forsking er prosessbasert og bidrar til å utvide perspektiver for meningsskapende virksomheter og danning i faget kunst og håndverk.
Foto: Anne Guro Schmidt Antu
Exploring opportunities and pitfalls of nurturing empathy through Virtual Reality in higher education in Norway
Full text linkNew media, such as virtual technologies (VR), are increasingly used with the aim of providing more immersive experiences in learning in schools and universities, including the nurturing of empathy, which is considered important for strengthening democracy, tolerance and social justice. In this article, we explore how students in higher education in Norway understand and interpret empathy in VR immersion. Students at two Norwegian universities watched three examples of VR videos designed to foster empathy, and our analysis is based on focus group discussions with these students. Our analysis is guided by anthropological and sociological conceptualisations of empathy, as well as decolonial perspectives on empathy that emphasise the need for cultural ‘translation’ for empathy to be meaningful across geopolitical contexts. Our results show that the concept empathy is more complex than often recognized by producers of VR content. For empathy to be transformative rather than result in ‘virtual othering’, it is essential to consider the significance of positionality and contextuality of those involved in empathic relations and encounters, rather than assume universality, both in terms of the actors involved (who the empathiser is) and conceptualisations of empathy (what empathy is)
Beyond exceptionalism: Decolonising the Nordic educational mindset
Full text linkThe idea of Nordic countries as benevolent, egalitarian nations largely innocent of colonialism, is increasingly challenged by researchers. Yet, there is still reluctance within Nordic education systems to properly examine issues of coloniality, race, and white privilege. In this conceptual paper we first draw on research from Denmark, Finland, Norway, and Sweden to deconstruct the notion of Nordic exceptionalism. We highlight a shared history of colonial complicity and ongoing coloniality towards Indigenous and minoritised groups. We also show that the Nordic emphasis on societal equality is based on a narrative of cohesion, an imagined sameness, that increasingly fails to reflect their diverse populations. This egalitarian ideology results in colour-blindness in society and an unwillingness to acknowledge or confront issues of race, white supremacy, or inequality for fear of disturbing the equilibrium.
Using decolonial theory, we then suggest that within education, Nordic exceptionalism has led to a singular historical narrative and attempts to assimilate minoritised groups, in the process valorising Western epistemology. Educators either dismiss, or are ignorant of, what Quijano (2000) terms the colonial matrix of power: the system of Western domination that continues to normalise epistemic violence and devalue other knowledges and perspectives. Educators prefer to protect white sensitivities rather than allow critical discussion and uncomfortable questions of coloniality. We demonstrate that Nordic education needs to decolonise itself, but that this cannot be achieved until it overcomes a discomfort with difference that prevents alternative knowledges and practices from being valued or adopted. We conclude with some thoughts on how to begin this process
Användning och förändring av begreppsparet teori-praktik i svensk slöjdpedagogisk forskning: En begreppshistorisk analys
Full text linkThe article presents how the concept pair theory and practice have been used and changed in a selection of texts related to the school subject crafts in Sweden from the late 19th century to the 21st century. The text analysis is based on Koselleck\u27s (2002, 2004a, 2004b) conceptual history theory of synchronous and diachronic time with associated concepts. Koselleck describes how concepts change over time within semantic fields in a historical context. The article examines texts from four semantic fields: historically significant initiators of the school subject crafts in Sweden, historically significant international inspirers, contemporary national inspirers in philosophy and pedagogy and contemporary actors in craft pedagogical research in Sweden. The results show how the concept pair theory and practice have been used and changed over time within the school subject crafts in Sweden. When designing the subject crafts, the initiators used both practical and theoretical knowledge. The theoretical knowledge was indirectly expressed in concepts such as understanding, judgment and sharpness of thought. Based on contemporary craft pedagogical research, it is clear that other concepts are used to describe how the pair of concepts are intertwined and interact during the manufacturing process. Despite this, the argument remains that the subject is practical, including in society and in research.Syftet med artikeln är att undersöka hur begreppsparet teori-praktik har använts och förändrats i texter relaterade till skolämnet slöjd i Sverige från slutet av 1800-talet till 2000-talet. Artikeln utgår från Reinhart Kosellecks (2002, 2004a, 2004b) begreppshistoriska teori om synkron och diakron tid, med tillhörande begrepp. Koselleck beskriver hur begrepp förändras över tid inom semantiska fält i historisk kontext. Analysen omfattar texter från fyra identifierande semantiska fält: 1) historiskt betydelsefulla initiativtagare inom skolämnet slöjd i Sverige, 2) historiskt betydelsefulla internationella inspiratörer, 3) samtida nationella inspiratörer inom filosofi och pedagogik och 4) samtida aktörer inom slöjdpedagogisk forskning i Sverige. Resultatet visar att begreppsparet i den tidiga utformningen av slöjdämnet användes indirekt, genom begrepp som förtydligar kroppsliga och kognitiva erfarenheter. I samtida forskning framträder både en förståelse av begreppsparet som integrerade kunskapsformer och en kvarvarande distinktion, där teori förknippas med dokumentation och praktik med görande. Denna dubbelhet speglar hur historiskt etablerade kunskapshierarkier fortsättningsvis påverkar ämnets positionering.
Nyckelord: slöjd, teori-praktik, Koselleck, begreppshistorisk teori, synkron och diakron ti
Styring og ledelse i handlingsrommet mellom tillit og kontroll
Full text linkNordic trust reforms are aimed at strengthening co-determination and professional autonomy in public sector organizations. The values are already present, but the use of trust is challenging when existing management systems are based on control. At the same time, this article argues that the balance between trust and control creates a room for manoeuvre for trust-based interaction. The results are based on a study of municipal manager’ experiences with leadership between trust and control and reveal that municipal managers exercise trust by using several trust-based leadership styles in the balance between having control and trust. They are also concerned with shielding employees so that they can carry out practice-based work. The article shows how such a trust-based management style requires institutional trust, rooted in trust-based management systems in the organization and its environment.Nordiske tillitsreformer er rettet mot å styrke medbestemmelse og faglig frihet i offentlige virksomheter. Verdiene er allerede til stede, men utøvelse av tillit er vanskelig når eksisterende styringssystemer er forankret i kontroll. Samtidig hevder denne artikkelen at balansen mellom tillit og kontroll nettopp skaper et handlingsrom for tillitsbasert handling. Resultatene er basert på en studie av kommunale direktørers erfaringer med ledelse mellom tillit og kontroll, og avdekker at kommunale ledere utøver tillit i praksis ved bruk av en rekke tillitsbaserte ledelsesstiler i balansen mellom å ha kontroll og ha tillit til. De er også opptatt av å skjerme ansatte slik at de kan drive kollegialt fornyelses- og omstillingsarbeid. Artikkelen viser hvordan en slik tillitsbasert ledelsesstil fordrer institusjonell tillit, forankret i tillitsbaserte styringssystemer i virksomheten og dens omgivelser
Gruppestørrelse og lærertetthet i grunnskolefaget kunst og håndverk: Departementets anbefalinger og reguleringer i årene 1939–2020
Full text linkIn the curriculum from 1939, there was for the first time recommendations on group size and teacher density in the primary school subjects woodworking and handicrafts. Such recommendations have long since been removed from the curriculum. The regulations that exist today are found in the Education Act and the Education Regulations and apply to all teaching. This article analyses the Ministry\u27s recommendations and regulations for group size and teacher density for what is currently the subject of arts and crafts in the period 1939-2020. Curricula, circulars, school laws and regulations are included in the analysis, which is divided into four periods; 1) 1939-1965: National detailed control, 2) 1966-1985: Framework hours and increased local flexibility, 3) 1986-2002: Decentralization and silence, and 4) 2003-2020: Discretionary regulation and increased teacher density. The article discusses what the provisions have led to in practice, as well as possible challenges with the current legal regulation of group size.I Normalplanen av 1939 stod det for første gang en anbefaling om gruppestørrelse og lærertetthet i de norske grunnskolefagene sløyd og håndarbeid. Slike anbefalinger er for lengst tatt ut av læreplanen. De reguleringene som finnes i dag, står i opplæringsloven og opplæringsforskriften og gjelder all undervisning. I denne artikkelen analyseres departementets anbefalinger og reguleringer til gruppestørrelse og lærertetthet til det som i dag er faget kunst og håndverk i perioden 1939–2020. Metoden som benyttes er praksisorientert dokumentanalyse, avgrenset til analysegrepene dokumentsaker og dokumentverktøy. Analysen bygger på læreplaner, rundskriv, lover og forskrifter, og er inndelt i fire perioder: 1) 1939–1965: Nasjonal detaljstyring, 2) 1966–1985: Rammetimetall og økt lokal fleksibilitet, 3) 1986–2002: Desentralisering og stillhet, og 4) 2003–2020: Skjønnsbasert regulering og norm for lærertetthet. Resultatet viser en utvikling fra nasjonale, tallfestede reguleringer i bestemte fag til generelle og skjønnsbaserte reguleringer som gjelder all undervisning. I diskusjonen ses det nærmere på hva saken har ført og kan ha ført til i praksis, blant annet hvordan anbefalinger og reguleringer har fungert som standard for spesialrommenes størrelse. Det diskuteres hvordan dagens skjønnsbaserte regulering gir stor frihet, noe som kan skape betydelige lokale forskjeller.
Keywords: gruppestørrelse, lærertetthet, grunnskole, praksisorientert dokumentanalyse, skolehistorie, skolestyring
Förord: NordFo konferensen AI Make Slöjd - Kontextualisering och konkretisering
No full textEditorialFöror
Post-ethno-botanic inquiry for researching plant-human relations
Full text linkPlants are having a moment in contemporary research from the intelligence of mycelial networks to the communicative life of ancient forests, ‘mother trees,’ fungi, and lichens. This paper explores this vegetal turn through a collaborative inquiry in which each author brings situated experiences of human–plant relations. As scientists and educators, we found ourselves unlearning the colonial, anthropocentric, and positivist legacies that have long shaped plant studies. Through this slow unlearning, from botany to ethnobotany and now toward what we call post-ethnobotany, we learn to listen differently to plants, to place, to people, to material affects, and to the more-than-human stories that move through them. Our aim is to decolonise ethnobotany through post-qualitative and posthuman approaches that recognise plants as active participants in multispecies ecologies rather than isolated specimens. Building on work mapping relational vegetal ontologies, we extend toward post-ethnobotanical inquiry grounded in symbiotic, entangled, and reciprocal understandings of plant life
English
Full text linkIntroduction: The rapid and continuous technology development in radiology departments is seen globally. Swedish radiographers experience high workloads and difficulties in retaining colleagues and have few opportunities to develop the profession. It is therefore important to gain insight into radiographers’ own perspectives of this concern for professional development in a national survey; however, the topic seems sparsely investigated. The aim of this pilot study was firstly to explore Swedish radiographers’ experienced need for additional post-registration knowledge in their profession and opportunities for clinical advancement based on their everyday work, and secondly to generate items for a questionnaire.
Methods: Eight radiographers with diverse clinical experiences were interviewed. The interviews were recorded, then transcribed verbatim and analyzed using manifest content analysis. The empirical data was used for formulating questionnaire items.
Results: Three categories were found in this pilot study; Need to deepen previously learned knowledge; Need for mandatory educational program regulated by the law; Organization of education and clinical implementation of further knowledge
Ten items were generated from empirical data on a 10-point Likert scale which was pilot tested. Open-ended questions were formulated for each item, and demographic questions were added to obtain background data.
Conclusion: The results and opinions in the selected informants show a probable need for and wish of further education which could be done on a national scale through a quantitative questionnaire study, of which this study is the basis for
Framing Good Inclusion: School Awards and Leadership Expectations in Norway and Germany
Full text linkThis comparative study explores how the idea of good inclusion is framed in Norway and Germany, and how these framings shape expectations for school leaders. The analysis draws on two sources: the criteria of national school awards for inclusive education and the ways in which leadership magazines construct expectations for school leaders. Recognizing both the importance and ambiguity of inclusion—and the uncertainties it poses for educational leadership—the study uses qualitative content analysis to examine how inclusion is defined and communicated across contexts. Award websites and leadership magazine articles were analyzed through a structured process of paraphrasing to define inductive categories. The findings show that while national framings of inclusion differ, emphasizing diagnostic and structural aspects in Germany and well-being and equity in Norway, expectations for school leaders converge. In both contexts, leadership magazines highlight the importance of systematic school development, stakeholder collaboration, and personal traits such as courage and empathy. This suggests that inclusion is increasingly embedded in general leadership ideals, positioning it as a core element of what defines a good school. This study contributes to comparative and international education research by illuminating how national framings of inclusion shape leadership expectations across contexts, offering insights into the interplay between Nordic and non-Nordic perspectives