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Student teachers\u27 attitudes to materials in the contexts of crafting and consuming
Get PDFThe purpose of this study was to explore the kinds of attitudes student teachers have towards materials in the contexts of crafting and consumption. The practical aim of the study was to encourage students to explore the materials of the crafts they make and the products they buy. The data were collected via semi-structured inquiries conducted as part of the course Experimental Textile Crafts. In addition to the questions, the elicitation method was used, that is, the students were asked to choose one of their own craft objects and one purchased object and take photographs of them. The final sample consisted of 39 students. Data were analysed using thematic analysis focusing on affective, conative and cognitive components. The findings of the study highlighted three different ideal types of students: (1) Superficially Oriented, (2) Safely Mediocre and (3) Conscious. Superficially Oriented Students have little interest in materials. Safely Mediocre students did express interest in materials but ended up using familiar materials in both crafting and consumption. Conscious students expressed sustainability concerns, which crossed a wide range of topics from valorising waste to naturalness in materials. The results can be valuable for developing craft teacher education and for future research.Keywords: attitudes, crafting, consuming, ideal types, materiality, materialsThe purpose of this study was to explore the kinds of attitudes student teachers have towards materials in the contexts of crafting and consumption. The practical aim of the study was to encourage students to explore the materials of the crafts they make and the products they buy. The data were collected via semi-structured inquiries conducted as part of the course Experimental Textile Crafts. In addition to the questions, the elicitation method was used, that is, the students were asked to choose one of their own craft objects and one purchased object and take photographs of them. The final sample consisted of 39 students. Data were analysed using thematic analysis focusing on affective, conative and cognitive components. The findings of the study highlighted three different ideal types of students: (1) Superficially Oriented, (2) Safely Mediocre and (3) Conscious. Superficially Oriented Students have little interest in materials. Safely Mediocre students did express interest in materials but ended up using familiar materials in both crafting and consumption. Conscious students expressed sustainability concerns, which crossed a wide range of topics from valorising waste to naturalness in materials. The results can be valuable for developing craft teacher education and for future research.Keywords: attitudes, crafting, consuming, ideal types, materiality, material
Creating inspiration by developing digital mood boards in student teams
Get PDFMood boards have notable potential to serve as inspirational tools in design. However, we still do not fully understand how mood boards are created utilizing material found online in collaborative educational settings. The purpose of our study is to deepen our understanding of both team design and the creation of shared digital mood boards through a qualitative analysis on how three student teams created shared mood boards using computers, and how they gathered inspirational material from the Web. We discuss how the creation of a shared mood board is a complex process, including deepening and broadening cycles, where a key idea is either explained more thoroughly, or then expanded with additional, related ideas. In relation to mood board ideas, the teams decided the specific keywords to be used to gather images online, balancing the design constraints, with an intuitive yet systematic way of working. We encourage to acknowledge a digitally created mood board as a collaborative method for creating meaningful starting points for designing, and for finding inspiration outside the direct design problem. Our study provides information which is beneficial for developing pedagogies that include collaboration and the use of online inspirational material.Keywords: team ideation; mood board; sources of inspiration; online material; metaphor; design educationMood boards have notable potential to serve as inspirational tools in design. However, we still do not fully understand how mood boards are created utilizing material found online in collaborative educational settings. The purpose of our study is to deepen our understanding of both team design and the creation of shared digital mood boards through a qualitative analysis on how three student teams created shared mood boards using computers, and how they gathered inspirational material from the Web. We discuss how the creation of a shared mood board is a complex process, including deepening and broadening cycles, where a key idea is either explained more thoroughly, or then expanded with additional, related ideas. In relation to mood board ideas, the teams decided the specific keywords to be used to gather images online, balancing the design constraints, with an intuitive yet systematic way of working. We encourage to acknowledge a digitally created mood board as a collaborative method for creating meaningful starting points for designing, and for finding inspiration outside the direct design problem. Our study provides information which is beneficial for developing pedagogies that include collaboration and the use of online inspirational material.Keywords: team ideation; mood board; sources of inspiration; online material; metaphor; design educatio
Self-employment in craft making – a career change towards personal sustainability.
Get PDFContemporary crafts are experiencing a vigorous revival not only as bearers of cultural heritage and meaningful leisure activity, but increasingly as a career choice. According to UNESCO, the creative economy is now one of the world’s most rapidly growing sectors. Recent statistics show that this is apparent in the Icelandic economy. With the rise in precarity of work and challenges in career development, people are seeking meaningful and sustainable careers, as is evidenced by an increase in self-employment and micro-entrepreneurship. The main research question of this study was: How do contemporary craft makers in Iceland make sense of taking up and maintaining financially risky self-employment? Data collection and analysis was therefore focused on motives and shared meaning. The primary empirical data consists of fifteen semi-standardized interviews. Reflexive thematic analysis was conducted. The constant comparison method was also applied. Needs for authenticity, autonomy, and self-determination, along with passion for creating, were important motives. Negative career shocks were an unexpectedly common motive. Three main themes were developed to describe how participants reasoned their career choice: a second chance, a natural choice, and an act of agency. The analysis revealed craft knowledge as a valuable resource for participants seeking personal sustainability through self-employment. The study adds to an understanding of the value of crafts and craft knowledge in contemporary society.Keywords: craft knowledge, self-employment, personal sustainability, career sustainability, career shocksContemporary crafts are experiencing a vigorous revival not only as bearers of cultural heritage and meaningful leisure activity, but increasingly as a career choice. According to UNESCO, the creative economy is now one of the world’s most rapidly growing sectors. Recent statistics show that this is apparent in the Icelandic economy. With the rise in precarity of work and challenges in career development, people are seeking meaningful and sustainable careers, as is evidenced by an increase in self-employment and micro-entrepreneurship. The main research question of this study was: How do contemporary craft makers in Iceland make sense of taking up and maintaining financially risky self-employment? Data collection and analysis was therefore focused on motives and shared meaning. The primary empirical data consists of fifteen semi-standardized interviews. Reflexive thematic analysis was conducted. The constant comparison method was also applied. Needs for authenticity, autonomy, and self-determination, along with passion for creating, were important motives. Negative career shocks were an unexpectedly common motive. Three main themes were developed to describe how participants reasoned their career choice: a second chance, a natural choice, and an act of agency. The analysis revealed craft knowledge as a valuable resource for participants seeking personal sustainability through self-employment. The study adds to an understanding of the value of crafts and craft knowledge in contemporary society.Keywords: craft knowledge, self-employment, personal sustainability, career sustainability, career shock
Digitala inslag i slöjdämnet: Slöjdlärarutbildares förståelse av digital teknik i relation till slöjd
Get PDFUnder 2017 reviderades samtliga kursplaner i den svenska grundskolan utifrån regeringens beslut att tydliggöra skolans uppdrag att stärka elevers digitala kompetens. Då kursplanerna ligger till grund för lärarutbildningarnas utformning fick förändringarna betydelse för slöjdlärarutbildningen. Syftet med studien är att undersöka hur digital teknik kan förstås som en del av ämnesinnehållet i det svenska slöjdämnet, vilket får betydelse även för slöjdlärarutbildningen. Frågeställningar: Hur beskriver slöjdlärarutbildare sin förståelse av digital teknik i relation till ämnesinnehållet i slöjdämnet? Vilka fördelar och nackdelar med digital teknik beskriver slöjdlärarutbildarna, i relation till sin ämnesuppfattning om slöjd? I samband med ett utvecklingsprojekt rörande digital teknik har en intervjustudie genomförts med deltagande slöjdlärarutbildare. I studien definierades digital teknik som digitalt styrda maskiner mot bakgrund av att teknik inom slöjdämnet innefattar metoder, redskap och maskiner. Resultatet visar att en digital produktionsprocess kan förstås som en möjlig arbetsprocess inom slöjdämnet och därmed ingå som en del av ämnesinnehållet. Studien visar också att förståelsen av digital teknik som del av slöjdämnet är föränderlig och att uppfattningar om implementering av digitala inslag kan påverkas av fortbildning.
Keywords: digital produktionsprocess, digital kompetens, kursplan, slöjdprocess, utvecklingsprojekt, slöjdlärarutbildningUnder 2017 reviderades samtliga kursplaner i den svenska grundskolan utifrån regeringens beslut att tydliggöra skolans uppdrag att stärka elevers digitala kompetens. Då kursplanerna ligger till grund för lärarutbildningarnas utformning fick förändringarna betydelse för slöjdlärarutbildningen. Syftet med studien är att undersöka hur digital teknik kan förstås som en del av ämnesinnehållet i det svenska slöjdämnet, vilket får betydelse även för slöjdlärarutbildningen. Frågeställningar: Hur beskriver slöjdlärarutbildare sin förståelse av digital teknik i relation till ämnesinnehållet i slöjdämnet? Vilka fördelar och nackdelar med digital teknik beskriver slöjdlärarutbildarna, i relation till sin ämnesuppfattning om slöjd? I samband med ett utvecklingsprojekt rörande digital teknik har en intervjustudie genomförts med deltagande slöjdlärarutbildare. I studien definierades digital teknik som digitalt styrda maskiner mot bakgrund av att teknik inom slöjdämnet innefattar metoder, redskap och maskiner. Resultatet visar att en digital produktionsprocess kan förstås som en möjlig arbetsprocess inom slöjdämnet och därmed ingå som en del av ämnesinnehållet. Studien visar också att förståelsen av digital teknik som del av slöjdämnet är föränderlig och att uppfattningar om implementering av digitala inslag kan påverkas av fortbildning.
Keywords: digital produktionsprocess, digital kompetens, kursplan, slöjdprocess, utvecklingsprojekt, slöjdlärarutbildnin
Digital teknologi i kunst og håndverksundervisning : – en lærerrolle i endring
Get PDFIn 2017, Norway’s first Framework for Teachers\u27 Professional Digital Competence (PfDK) was established. The aim was to create a shared understanding of what was expected from teachers in digital environments and to enhance their digital competence. The initial version of the framework introduced four roles that teachers are expected to adopt interchangeably: transmitter, facilitator, participant, and leader. This article presents an a/r/tographic exploration of what these roles entail for art and crafts teachers. The study is based on the premise that certain challenges emerge for teachers in art and crafts that do not arise to the same degree in other subjects. This is attributed to the subject\u27s unique nature as a creative, hands-on, and practical discipline, where digital technology introduces a distinct form of materiality. In the article, I employ the four roles from the initial version of the framework as analytical tools to examine how these roles influenced a project in a first-grade classroom, where digital technology was central. The analysis focuses on how the different roles prompted various dynamics and illuminated specific challenges for the role of the art and crafts teacher in digital environments.
I 2017 ble det utarbeidet et rammeverk for lærerens profesjonsfaglig digitale kompetanse (PfDK) for å skape en felles forståelse av hva som ble forventet av lærere i digitale omgivelser og for å øke lærerens digitale kompetanse. I rammeverket nevnes det fire roller som læreren skal kunne variere mellom; formidler, veileder, deltaker og retningsgiver. I denne artikkelen bruker jeg a/r/tografisk metode for å se nærmere på hva disse rollene innebærer for kunst og håndverkslæreren. Bakgrunnen for undersøkelsen er en forståelse av at det oppstår utfordringer for læreren i kunst og håndverk som ikke oppstår i samme grad i andre fag. Det skyldes både dualiteten ved det digitales materialitet, fagets egenart som kreativt og skapende fag og lærerens balanse mellom å være sammen med og å stå foran elevene. Jeg ville derfor bruke de fire rollene fra rammeverket som analyseverktøy til å undersøke hva de ulike rollene betydde for et prosjekt i en første klasse, hvor digital teknologi var omdreiningspunktet. Dette gjør jeg med blikk på hva de ulike rollene satte i gang, og hvilke utfordringer de synliggjorde for kunst og håndverkslærerens rolle i digitale omgivelser
Collective Processes in Land Crafting : Neighbouring through natural dyeing
Get PDFThis article is based on the 3-day workshop, “Botanical Colour Laboratory”, which mapped the colours of the landscape of Osterøy, Norway, through land crafting with natural dyes. Land crafting builds an understanding of, and connection to, the land. This article discusses the multi-sensorial aspects and the relations between humans and non-humans in the process of collective plant dyeing. The terms: situated knowledge, orientations, the unruliness of things, production of locality and mujaawarah (neighbouring) are used to reflect on the workshop and its entangled relationships to matter, landscape, crafting and knowledge. These terms are woven together with the experiences of the “Botanical Colour Laboratory”. The research is conducted as a creative practice with an ethnographical approach. By combining written texts with video and drawings, I have made new multi-modal field notes. These field notes give a glimpse into the multifaceted processes of plant dyeing. The research shows that projects like “Botanical Colour Laboratory” are highly relevant and can influence orientations to our surroundings through collective land crafting processes with our living and non-living neighbours
Axes of resonance in music education: An artographic exploration
Get PDFThis article discusses the potentials of a/r/tography aka artography against the background of life in an accelerating academia that is increasingly shallow and unfulfilling, and where quality is only indirectly measured using bibliometrics. We find Hartmut Rosa’s concept of resonance to be useful when discussing the values that get lost in such a system. We appreciate the arguments for a slower, deeper, and more collegial way of working. It is where the distractions of ordinary life intersect with the vision of a more profound, qualitative way of working that we make our arguments for an artographic way of being. However, we also identify challenges by drawing on experiences in our own working lives, and specifically our ongoing collaborative research project. Exploring options for navigating around the constraints, we suggest a ‘toolbox’ for how the individual artographer can contribute to making academia a more resonant space.
Photo: Markus Tullber
What is digital education? Decoding notions and encoding critical thinking, human rights and participation for fairer digital societies
No full textThis research addresses some of societal challenges in the digital age by analysing key features and contextual factors associated with digital education’s notions among academic literature. It problematises some of its shortcomings by zooming into digital education’s references to critical thinking, human rights and participation. A Systematic Literature Review was applied among peer-reviewed articles published in English since 2014. Results for discussion hinged upon the implications of dominant conceptualisations, factors enabling missing links with digital rights, and tactics steering education towards social justice in digital societies.
Advancing democracies in the digital age entail comprehensive efforts oriented by human rights including technologies, regulations, research and education. Among these, education has been pointed as fundamentally affecting a stark ‘division of learning’. This gap is the axial point for the financial and controlling interests of big wealthy companies and governments. The implications of these digital divides have expanded the field of digital rights in the last decade, which was accelerated after the COVID-19 digital transformation. Nevertheless, the right to a quality education has remained broadly sidelined among digital rights, and most of the concerns from this field have been minimally included in educational agendas
Nordic rural policies for future service needs
Get PDFThe demand for services in Nordic rural areas is changing. General population decrease poses challenges to rural public authorities to adapt their activities to the shrinking population, which in general is made up of fewer young people and more older people. Combined with a need to adapt the services to a changing climate, the increased budget restraints force the public authorities to focus on providing the most essential service needs now and in the future. The aim of this study is to identify the future service needs in rural areas, and how these are included in rural policy frameworks. The approach was to identify which rural services that are considered essential according to research literature, and to search for these in rural and regional policy in the Nordic countries of Denmark, Finland, Iceland, Norway, Sweden, as well as the island regions of Faroese Islands, Greenland and Åland. The study has identified policy improvements to ensure access to essential services in rural areas, and to ‘future proof’ service provision. For the countries and regions here studied, especially emergency services and civil defence, as well as climate adaptation of services and the management of climate impacts, need further attention
Svenska Etikprövningslagens geografiska tillämpningsområde : Säkerställer Sverige att svensk forskning i utlandet sker på ett etiskt försvarbart sätt?
No full textIn Sweden, ethical review is regulated by law. In recent years, the law has been subject to severe criticism. The criticism has largely focused on how the ethical review system affects researchers and research, not least in the humanities and social sciences. However, little attention has been paid to how well it protects research subjects. From this perspective, the geographical scope of the Act is of interest. The Swedish Ethical Review Act only applies to research conducted in Sweden, which means that some ethically problematic research falls between the cracks. This article analyses the geographical scope of the Act and the consequences it has had in relation to the aim of protecting human subjects in research.I Sverige är etikprövning reglerat i lag. Lagen har på senare år blivit föremål för hård kritik. Kritiken har i hög grad kretsat kring hur etikprövningssystemet drabbar forskare och forskningen, inte minst inom humaniora och samhällsvetenskap. Hur väl den skyddar forskningspersonerna har emellertid fått begränsat utrymme. Ur detta perspektiv är lagens geografiska tillämpningsområde av intresse. Den svenska etikprövningslagen gäller nämligen endast den forskning som utförs i Sverige, vilket medför att viss etiskt problematisk forskning helt faller mellan stolarna. I denna artikel analyseras lagens geografiska tillämpningsområde och de konsekvenser den fått i relation till syftet att skydda människor vid forskning