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«Du blir litt sånn selvsikker, og tenker at ‹wow› noen vil faktisk sende bilen til oss!»: Ungdomsbedrift som virkemiddel for en opplevd relevant skolehverdag
Full text linkMuch criticism has been raised about too much theoretical content in vocational subjects in Norway.
Classroom teaching is particularly hard on uneasy and energetic youth with a desire to work practically. Many at-risk-youth need an everyday school life that includes a significant amount of practice, and learning tasks that gives students an experience of meaning.
Research shows that factors such as family background and gender influence students\u27 likelihood of completing and passing upper secondary education.
Boys with a minority background in vocational fields of study have the lowest probability of completing their education in the normal timeframe.
The aim of the article is to examine how the use of mini-companies in vg2 Motor Vehicles
can promote mastery and motivation for this group of students at an east-end school in Oslo, and the article\u27s research question is. how can a project with use of mini-companies in vocational subjects contribute to relevance for boys in a metropolitan school? The study\u27s theoretical perspectives are based on theories that can be used in connection with the concepts of students with minority background, relevant vocational education and training and entrepreneurship.
The study is based on qualitative interviews with ten students who were attending the second year of vocational education and training in Motor Vehicles, at a large upper secondary school in the capital region.
The results show that the involved students mainly experienced the work with the mini-companies as motivating and many students experienced high learning outcomes.Det er reist mye kritikk om for mye teoretisk innhold på yrkesfag i Norge. Klasseromsundervisning går særlig hardt ut over ungdommer som har mye energi i kroppen og et ønske om å jobbe praktisk. Mange elever i risikosonen for å falle fra videregående opplæring trenger derfor en skolehverdag som inkluderer en betydelig mengde praksis, og en hverdag som gir elevene en opplevelse av mening. Forskning viser at faktorer som familiebakgrunn og kjønn påvirker elevenes sannsynlighet for å fullføre og bestå videregående opplæring. Gutter med minoritetsbakgrunn på yrkesfaglige studieretninger har lavest sannsynlighet for å fullføre på normert tid. Målet med denne artikkelen er å undersøke om bruk av ungdomsbedrift på vg2 Kjøretøy kan fremme mestring og motivasjon for denne elevgruppen på en østkantskole i Oslo og artikkelens forskningsspørsmål er: Hvordan kan et prosjekt med ungdomsbedrift på yrkesfag bidra til relevans for gutter i en storbyskole? Studiens teoretiske perspektiver er basert på teorier som kan brukes i forbindelse med begrepene elever med minoritetsbakgrunn, relevant opplæring på yrkesfag og entreprenørskap. Studiens datagrunnlag er basert på kvalitative intervjuer med ti elever, alle tilknyttet vg2 Kjøretøy, ved en større videregående skole i hovedstadsregionen. Resultatene viser at elevene i hovedsak opplevde arbeidet med ungdomsbedriftene som motiverende og mange elever lærte mye av dette arbeidet
“Because they have technology”: A comparative study of sustainable development discourses among secondary school teachers in Tanzania and Norway
Full text linkOver the last forty years, the concept of sustainable development has gained attention in large parts of the world. With it comes the need for comparative research on how the concept is understood in different contexts.
This article is a comparative discourse analysis of how Tanzanian and Norwegian secondary school teachers conceptualize sustainable development. By applying Laclau and Mouffe’s (2014) discourse apparatus, I trace articulations of sustainable development across Tanzanian and Norwegian discourses.
The findings indicate that the Tanzanian teachers in the study primarily conceptualize sustainable development within a socioeconomic discourse, while the Norwegian teachers are rooted in an environmental discourse. The teachers are also embedded in a Western exceptionalism discourse constructed around the myth of “the West” as sustainable, and favour solutions emerging from Western technology and innovation. However, the study also finds that there is a critical discourse opposing this articulation of “the West”
Med blikk på staden gjennom grafikk på tørkesnor: Eit essay om korleis forfall og stader i byen får rom i ein kollektiv skapande prosess med tresnitt
Full text linkThe project “between” is a collaborative art project that resulted in printmaking on clotheslines, as part of the Haugesund International Woodcut (HIT) and AVTRYKK festival in 2019.
Through an a/r/tographic approach with walking as a method, we explored how a shared city walk with cameras as a sketch tool, provided impulses for the creative process in the printmaking studio. We explored woodcut in relation to place, history, traces, and texture. Five arts and craft teachers from the secondary schools in Haugesund participated as co-creators. The result was a site-specific printmaking installation, in a private backyard in Haugesund.
The choice of Haugesund city as both visual images for the woodcuts and the exhibition site, became crucial for the project. In this essay, we wish to examine the concept of place and reflect on how the aesthetic approach opened our eyes to the qualities of the place.
Photo: Katrine Borgenvik and Charlotte TvedteProsjektet «mellom» er eit kollektivt skapande prosjekt, som enda opp som grafikk på tørkesnor, som del av sideprogrammet under Haugesund Internasjonale Tresnitt (HIT-) og AVTRYKK-festivalen våren 2019.
Gjennom ei a/r/tografisk tilnærming med walking som metode, utforska me korleis ei felles byvandring med kamera som skisseverktøy, gav impuls til ein skapande prosess i verkstaden. Me utforska tresnitt som teknikk i relasjon til stad, historie, spor og tekstur. Fem kunst- og handverkslærarar frå ungdomsskulane i Haugesund deltok som medskaparar. Resultatet vart ein stadspesifikk grafikkinstallasjon i ein privat bakgard i Haugesund.
Stadvalet Haugesund sentrum, som motiv og utstillingsstad, vart avgjerande for alle prosesselementa i prosjektet. I dette essayet ønsker me å undersøke stadomgrepet og reflektere over korleis den estetisk tilnærming opna blikket vårt for kvalitetar ved staden.
Foto: Katrine Borgenvik og Charlotte Tvedt
Å (sammen)filte(s) med ull og steder gjennom a-r-t-ografiens agenser i undervisning
Full text linkThis article is written based on a teaching situation together with a group of students from early childhood teacher education and a large amount of discarded wool from Norwegian wild sheep. With a-r-t-ography as research methodology and pedagogical strategy, we explore how we can co-create through research, teaching and artistic making with wool, felting, students and places, and in what ways a-r-t-tography contributes to expanding our thinking about teaching when we move the workshop out into the open air. The study is rooted in process philosophy, posthuman perspectives and art-based research.
Photo: Ann-Hege Lorvik Waterhouse, Kari Carlsen and Trude IversenArtikkelen er skrevet frem med utgangspunkt i en undervisningssituasjon sammen med en gruppe barnehagelærerstudenter og store mengder kassert ull fra norsk villsau. Med a-r-t-ografi som forskningsmetodologi og pedagogisk strategi undersøker vi hvordan vi kan (med)virke forskende, lærende og skapende i egen undervisning med ull, filting, studenter og steder, og på hvilke måter a-r-t-ografien bidrar til å utvide vår tenkning om undervisning når vi flytter verkstedet ut i friluft. Undersøkelsen er forankret i prosessfilosofi, posthumane perspektiver og kunstbasert forskning.
Foto: Ann-Hege Lorvik Waterhouse, Kari Carlsen og Trude Iverse
How do you know?
Full text linkHow meaning is created, circulated, and manipulated in the post-truth era is not self-evident. How are we to distinguish between the distribution and power of constructed information and knowledge production? These were questions at the core of the discursive project on epistemology entitled How do you know? at KHiO Oslo National Academy of the Arts in 2017/2018. How do you know? was initiated by professor Apolonija Šušteršič, a Slovenian architect and visual artist whose work is related to critical analysis of public space, and Maria Lind, a Swedish curator, art writer, and educator. In this project, they focused on current ways of thinking and how these generate significance across fields such as art, philosophy, science, and education. In the following conversation, Šušteršič and Lind use their experience from How do you know? to look back on how they have worked together on several occasions since 1997. The conversation is conducted in response to a list of topics proposed by Olga Schmedling, editor of the current issue of Researching public art and public space, part 2
Infusing Sustainability: A Compass-Led Intervention in Chilean Graduate Design Education
Full text linkDesign for Sustainability has evolved rapidly over the last decades as a response to unprecedented global challenges. Several models have been developed to address the need to design more sustainable products, services, and policies. These strategies are oriented towards more sustainable ways of living. The Compass, developed by the Index Project in Denmark, is a method that offers a framework to structure the design process while considering social, environmental, and economic sustainability aspects. This article presents an exploratory case study to infuse sustainability in design education using this method in interdisciplinary teams. The context is a master’s degree offered by a design school in a Chilean university. The study\u27s outcomes reveal that The Compass method is a dynamic and flexible structure for design in interdisciplinary teams. To strengthen its applicability, it could incorporate links to sustainability methods from various areas of knowledge that specifically address economic, environmental, or social aspects. Complementing The Compass with these sustainable approaches to confront the complexity of the challenges may facilitate the move from good ideas to feasible, sustainable design solutions in design and other fields.Design for Sustainability has evolved rapidly over the last decades as a response to unprecedented global challenges. Several models have been developed to address the need to design more sustainable products, services, and policies. These strategies are oriented towards more sustainable ways of living. The Compass, developed by the Index Project in Denmark, is a method that offers a framework to structure the design process while considering social, environmental, and economic sustainability aspects. This article presents an exploratory case study to infuse sustainability in design education using this method in interdisciplinary teams. The context is a master’s degree offered by a design school in a Chilean university. The study\u27s outcomes reveal that The Compass method is a dynamic and flexible structure for design in interdisciplinary teams. To strengthen its applicability, it could incorporate links to sustainability methods from various areas of knowledge that specifically address economic, environmental, or social aspects. Complementing The Compass with these sustainable approaches to confront the complexity of the challenges may facilitate the move from good ideas to feasible, sustainable design solutions in design and other fields
Challenges in Malaysian Design Industry: Managing Design and Decision-making Processes
Full text linkThe Malaysian design industry follows a market-need-driven approach, where marketing-oriented managers guide designers to address anticipated high-demand markets. However, challenges persist in understanding designers\u27 problem-solving approaches due to implicit practices. This research emphasizes the hindrance caused by insufficient communication and collaboration among managers, designers, and researchers, impeding a comprehensive grasp of innovation processes in the manufacturing sector. The paper advocates a pragmatic examination of designers\u27 experiences, highlighting sensemaking, speculative imagination, and improvisation as crucial design activities. Results show Malaysian industrial designers face consistent challenges with management, impacting the development process. The study contributes to formulating a practical solution for fostering creativity among managers, designers, and stakeholders in the design industry
Strategic Planning within Ministries in Iceland: Lessons and Development
Full text linkFollowing the 2008 financial crisis, an extensive examination of Icelandic public administration, its policies, procedures, and practices was undertaken. This era spawned various programs, including an assessment of strategic plans issued by the Government Offices (ministries in Iceland). The purpose was to identify strengths and weaknesses within the strategic planning process, leading to the development of a strategic planning manual and efforts to enhance collaboration between ministries through the establishment of a policy council. More than a decade has passed since the comprehensive study of 11 strategies was published in the Icelandic Review of Politics and Administration. This article aims to take stock of progress within the Government Offices by reviewing 11 updated versions of the 2012 strategies, applying the same analytical framework used in 2012. Additionally, 22 new strategies and plans are analyzed for the first time, with the results compared to the updated versions of the original 11 strategies. The analysis highlights that the administration excels in the formulation stage, encompassing preparation, analysis, and goal setting. Moreover, there is an augmented presence of action plans across more strategies, and ministries seem more focused on ensuring compatibility and coordination among them. However, a persistent weakness is observed in the limited connection between actions and the allocation of funds, as well as evaluations of strategies
When Platforms Challenge Professions: A Clash Between Models of Professionalism Among Swiss Hoteliers?
Full text linkThe sociology of professions has begun to study how digital platforms impact the status and skills of professionals. Our article expands on this line of research by exploring how platforms challenge professions and how professionals react by advocating different types of professionalism. Based on a case study of hoteliers in Switzerland, we look at how the rise of online travel agencies (OTAs) has affected this professional group. Drawing on an analysis of data gathered through interviews with hoteliers (owners, managers, representatives of associations), our findings identify divergent responses to how platforms have undermined the jurisdiction built up by hoteliers. They highlight impacts on the capacity for self-regulation and customer service skills. The article contributes to the literature by showing that platforms foster divisions within occupational groups. Some members use platform tools because they fit their model of management-oriented professionalism. Others distance themselves from them, adopting a defensive professionalism
Sy ihop: Kommunikativa resurser i olika (slöjd)bedömningshandlingar
Full text linkThis article explores assessment actions – as an aspect of classroom communication – and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guide for pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided – gentle but ample – authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.Key words: assessment actions, formative assessment, sloyd teaching, authoritative guiding, sociomateriality, communicative resourcesThis article explores assessment actions – as an aspect of classroom communication – and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guide for pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided – gentle but ample – authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article.Key words: assessment actions, formative assessment, sloyd teaching, authoritative guiding, sociomateriality, communicative resource