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A/r/tografi som performativ pedagogikk i teaterproduksjon
Get PDFThis article examines how a/r/tography can be used as performative pedagogy in theatre production. Based on Rita Irwin\u27s view of a/r/tography as a dynamic way of learning we explore how bachelor students in drama/theatre can embody the role of artist-researcher-teacher. The empirical data stems from a course in devised theatre. Each student group produced a performance in collaboration with young people, and the role of the drama teacher was central for the artistic process. In the analysis we found three key insights for the implementation of a/r/tography as a learning strategy: (1) emphasis on artistic will paired with the teacher’s deep listening skills, (2) emphasis on modelling experiential knowledge as teaching/learning strategy, and (3) the benefit of the a/r/tografic researcher position. All in all, we see that the students’ awareness of the interweaving of the three roles, artist-researcher-teacher, facilitated a deeper learning and understanding of the theatre production process and the reference group’s life world.
Photo: Eirik Brenne TorsethaugenDenne artikkelen undersøker hvordan a/r/tografi kan anvendes som performativ pedagogikk i teaterproduksjon. Med Rita Irwins syn på a/r/tografi som dynamisk læringsform ser vi på hvordan bachelorstudenter i drama/teater kan gå inn i rollen som a/r/tografer. Empirien for undersøkelsen er fra et undervisningsforløp der studentgrupper stod i egenskapte teaterproduksjonsprosesser. Forestillingene ble skapt i samarbeid med ungdom, og rollen som dramapedagog var sentral for den kunstneriske prosessen. I analysen fant vi tre sentrale innsikter for bruken av a/r/tografi som pedagogisk verktøy: (1) betydningen av å ivareta egen kunstnerisk vilje som lydhør pedagog, (2) betydningen av å modellere erfaringskunnskap som pedagogisk strategi og (3) nytten av den a/r/tografiske forskerposisjonen. I alt ser vi at oppmerksomheten på sammenvevingen av de tre rollene som kunstner-forsker-pedagog la til rette for dypere læring og forståelse hos studentene for teaterproduksjonsprosessen og referansegruppens livsverden.
Foto: Eirik Brenne Torsethauge
Landtimescaping with Rossedalen: A/r/tographic fieldwork with a landscape in Southern Norway
Get PDFThis article develops and explores ‘landtimescaping’ as an a/r/tographic practice that can help us as humans to expand and (re-)create our relationships to the Land. Through a/r/tographic fieldwork in Rossedalen, a valley situated in Southern Norway close to the city of Arendal, the authors experiment over time with different ways of being-with the Land. The aim is to contribute to art, research and education as worlding practices that facilitate diverse ways of sensing, relating and acting with other-than-human forms of being. By relating to Karen Barad’s theories of spacetimemattering, the verb ‘landtimescaping’ is coined to generate new knowledge through specific embodied practices, such as walks with locals and repeated visits to a certain spot. More specifically, three ‘landtimescapings’ are brought to life by intertwining different textual-visual approaches: Landtimescaping #1 –The neglected forest. Circles and cycles, Landtimescaping #2 – Deforestation. Life interrupted. Life to (be)come, and Landtimescaping #3 – The Quarry. Swallowing an event. In the final part of the article, the potentialities of landtimescaping for the practices of art, research, and education are discussed in order to open for a (re-)orientation of these separate forms of knowing towards entangled, fluid and open ways of existing.
Photo: Helene Illeris, Anne-May Fossnes og Tormod Wallem Anunse
Professional Regulation and Change in Times of Crisis: Differing Opportunities Within and Across Ecologies
Get PDFThis paper analyses the impact of the COVID-19 pandemic crisis on professional regulatory change in two Canadian provinces, drawing on ecological theory. The dataset, constructed using web-scraping techniques, includes all laws and by-law modifications concerning regulated professions enacted during the first 18 months of the pandemic in Quebec and British Columbia. Data show that the crisis prompted regulatory changes but that the impact and nature of these changes varied depending on the structure of the ecology of professional regulation in each province. Furthermore, crisis-related concerns were more likely to induce or accelerate durable changes if they intersected with pre-existing, ongoing professional projects. Our findings have implications for theorizing crisis-related regulatory change and demonstrate the value of a comparative approach to studying professional ecologies and state-profession interfaces.
Pedagogical Outdoor Project in Nature Sloyd
Get PDFThis study investigated the pedagogical value of a nature sloyd project. The assignment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoretical understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and understanding of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd.
Keywords: pedagogical value, sloyd, design art and crafts, nature sloydThis study investigated the pedagogical value of a nature sloyd project. The assignment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoretical understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and understanding of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd.
Keywords: pedagogical value, sloyd, design art and crafts, nature sloy
Fra feltnotater til etnografisk tegneserie : metodologiske refleksjoner
Get PDFThis article is about how to overcome challenges that relate to both method and the methodological by creating a comic strip. The comic strip is based on ethnographic field notes collected during anthropological fieldwork. The point of departure for this article is that sometimes fieldnotes are not enough, when you are in a process of reflecting and analysing your observation that have been converted to text. This article attempts to show how the visual and textual take new forms when these are in the shape of a comic, and how these can be used in new ways when interpreting and analysing your data and work as a supplement to fieldnotes. There have already been written several articles on this topic, by researchers who master the art of drawing and painting, however this article shows that these visual and creative processes can also be of use to us researchers who cannot draw.Denne artikkelen handler om hvordan man kan overkomme metodiske og metodologiske utfordringer gjennom å lage en tegneserie av etnografiske feltnotater som er samlet ved å gjøre antropologisk feltarbeid. Utgangspunktet for artikkelen er at noen ganger kommer feltnotater og ord til kort, når man skal reflektere og analysere datamaterialet som er samlet inn ved å gjøre disse observasjonene om til tekst. Artikkelen søker med andre ord å vise hvordan både det visuelle og det tekstlige som skapes, når man lager en tegneserie, bringer meg seg viktige perspektiver som man kan bruke i selve fortolkningen og analysen av ens datamateriale og virke som et supplement til feltdagboken. Det er tidligere skrevet artikler om å bruke tegninger i kvalitativ forskning, av forskere som kan tegne, det denne artikkelen derimot er et forsøk på; er å vise at selv vi, som ikke kan tegne, kan med stor nytte bytte ut det skriftlige med det visuelle å få ulike fruktbare resultater
Under the table : Using video(de)creation to imagine gestures of political Child
No full textCentred around a one-minute short film of an everyday activity in a Norwegian early childhood education institution, this article will explore how thinking with video offers the ability to deconstruct and re-imagine taken-for-granted conceptions of children’s political participation. Sensitive to aesthetic dimensions of video, this research-creation emphasises bodily intensities and collective vitality often less noticed in childhood research. Paired with both a close and an in-depth reading of Manning´s (2016) minor gestures as political as well as Agamben’s (1992, 1995) conception of gesture, the use of the cinematic technique of montage enables us to challenge dominant methodological discourses in the investigation of children’s agency. While the major gestures of political child are often based on identifying children’s individualised subject-centred and discourse-based agency, this multi-modal article will explore how video as research-creation might contribute to reconceptualising political child differently
Fordeler og utfordringer innen Magnetisk Resonans veiledet Stråleterapi : – En potensiell banebrytende verifiseringsteknikk
Get PDFBackground: The incidence of cancer is increasing in the population, and it is expected that 1 in 5 individuals will develop the disease. Of these, over 50% will require radiation therapy. The effectiveness of radiation therapy depends on the precise delivery of the radiation dose to the tumor while minimizing the radiation dose to normal tissue and organs at risk. This requires accurate patient positioning and a treatment plan that is individually tailored, with strict requirements and guidelines for dosing and margins. Technological advancements have led to advanced techniques such as image-guided radiation therapy, currently utilizing Cone-Beam Computed Tomography (CBCT). MRI in combination with a linear accelerator (Linac) is currently used for MR-guided Radiation Therapy (MRgRT). MRgRT offers several advantages, including improved soft tissue contrast and visualization, as well as real-time adjustments of the radiation dose, which can reduce treatment margins. This technology also present challenges, such as the lack of electron density information and technical complications related to the magnetic field. This article summarizes the advantages and challenges of using MRgRT, that is described in other review articles.
Methods: We conducted a systematic literature search in Oria and PubMed. The inclusion criteria were that the articles had to be review articles published in Norwegian or English, addressing the use of MRI in verification or the historical development of verification technologies. Exclusion criteria filtered out all articles primarily focused on brachytherapy, stereotactic radiotherapy, proton therapy, and articles with a specific cancer type as the main topic. Ten articles were included, eight from PubMed and two from Oria. The analysis of the articles was carried out using Evans\u27 analysis model.
Results: All the articles described the benefits and challenges of MRgRT, identifying a total of 6 benefits and 13 challenges. The recurring benefits included improved soft tissue contrast, real-time MR imaging, functional MR imaging, and enhanced delineation margins. The challenges mainly concerned the resource demands of MR-Linac, such as being time-consuming and costly, requiring staff competence and training, the need for MR-compatible equipment, and technical difficulties in combining MR and Linac.
Conclusion: All the articles described the benefits and challenges of MRgRT, identifying a total of 6 benefits and 13 challenges. The recurring benefits included improved soft tissue contrast, real-time MR imaging, functional MR imaging, and enhanced delineation margins. The challenges mainly concerned the resource demands of MR-Linac, such as being time-consuming and costly, requiring staff competence and training, the need for MR-compatible equipment, and technical difficulties in combining MR and Linac.Bakgrunn: Forekomst av kreft er økende i befolkningen og det forventes at 1 av 5 utvikler sykdommen, og av disse vil over 50% ha behov for strålebehandling. Effekten av strålebehandling avhenger av presis levering av stråledose til tumor, og samtidig minimal stråledose til normalvev og risikoorganer. Dette krever nøyaktig pasientposisjonering, samt en behandlingsplan som er individuell tilpasset, med strenge krav og retningslinjer til dosering og marginer. Teknologisk utvikling har ført til avanserte teknikker som bildeveiledet stråleterapi, for tiden benyttes Cone-Beam Computer Tomografi. MR i kombinasjon med Linac (MRL) brukes for tiden til MR-veiledet Stråleterapi (MRgRT). MR-veiledet Stråleterapi (MRgRT) har flere fordeler, blant annet forbedret bløtvevskontrast og visualisering, samt sanntidsjustering av stråledosen som kan redusere marginene ved behandling. Denne teknologien byr også på utfordringer som for eksempel manglende elektrontetthets-informasjon og tekniske komplikasjoner med magnetfeltet. Denne artikkelen oppsummerer fordeler og utfordringer ved bruk av MRgRT, beskrevet i andre review-artikler.
Metode: Vi gjennomførte et systematisk litteratursøk i Oria og PubMed. Inklusjonskriteriene var at artiklene skulle være oversiktsartikler publisert på Norsk eller Engelsk, omhandle bruk av MR i verifisering eller historisk utvikling av verifiseringsteknologier. Eksklusjonskriterier luket ut alle artikler som hovedsakelig omhandlet brachyterapi, stereotaktisk stråleterapi, protonterapi og artikler med en spesifikk krefttype som tema. Ti artikler ble inkludert, 8 fra PubMed og 2 fra Oria. Analysen av artiklene ble gjennomført ved hjelp av Evans analysemodell.
Resultat: Alle artiklene beskrev fordeler og utfordringer med MRgRT, og totalt ble 6 fordeler og 13 utfordringer identifisert. Fordeler som gikk igjen var forbedret bløtvevskontrast, sanntid MR avbildning, funksjonell MR avbildning og forbedret avgrensningsmarginer. Utfordringene omhandlet fortrinnsvis MR-Linac sin påvirkning av ressursbruk som for eksempel at det er tidskrevende og dyrt, samt at det kreves kompetanse og kunnskapsheving av personalet, i tillegg behøves MR kompatibelt utstyr, og utfordringer knyttet til det tekniske ved kombinasjon av MR og Linac.
Konklusjon: I fremtiden forventes MRgRT å forbedre presisjonen og individualisere kreftbehandling betydelig, dette er takket være MR`s overlegne bløtvevskontrast, samt teknologi som muliggjør blant annet sanntidsavbildning. Til tross for fordelene, kreves det mer forskning på en rekke utfordringer, blant annet behovet for automatiserte løsninger og tverrfaglig samarbeid. Det er en økende interesse og forskning på temaet, fremtidig fokus bør være på integrering i standard arbeidsflyt
Humanistic Thought and Education for Sustainable Development
Get PDFEducation for Sustainable Development (ESD) is an education concept, central to what is globally understood as quality education and endorsed by the United Nations as a key enabler of all Sustainable Development Goals (SDGs). ESD has been around for more than three decades and has sparked its own academic discourse and field of research. Yet, ESD is not fully embedded in all education systems and within societies. Although stakeholders from academia and practice are engaged in addressing ESD since its inclusion in Agenda 21 in 1992, there has been a struggle to develop a shared conceptual understanding. The discussion in theory and practice is still underway, with researchers grappling in depth with the understanding of ESD, its thematic width, concrete implementation, and tangible outcomes. Following the current quest by UNESCO to reconsider existing ways of knowing and to question where knowledge comes from and how we add to it, the authors of this article examined a sample of ESD literature on whether epistemic foundations of ESD including its role as a program within UNESCO are considered in the discourse. They concentrate in their review on humanist approaches as an important perspective for UNESCO. The results point to a gap in the current literature. The authors also show that, if ESD was grounded in humanistic thought, it could pose a barrier for certain worldviews to engage with or implement ESD. Therefore, ESD’s foundations require further examination. This paper is a first step in drawing attention to the need to make ESD’s foundations more explicit
International Master’s Degree Students’ Experiences of Support at a Finnish University
Get PDFThis phenomenographic study explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencing support as: (a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findings identified participants’ experiencing support in relationships, use of information, communication, services, the flexibility of studies, learning and study environments. The presence of two indicators, Humanizing Educational Environments and Availability of Holistic Support suggested that the campus environment was culturally responsive to academic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and career integration into host communities