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Teaching and Learning Sustainable Consumption: A Guidebook: D. Fischer, M. Sahakian, J. King, J. Dyer, & G. Seyfang (Eds.) (2023). Taylor & Francis.
No full textProfessional Subjectivity in the Swedish Healthcare Context: The Ambiguous Rehabilitation Coordinator
Get PDFThe study examines a new professional function, the rehabilitation coordinator, in Sweden’s healthcare system. The rehabilitation coordinator acts as an inter-organizational facilitator in the return-to-work process. Using a Foucauldian perspective, the rehabilitation coordinator as a subject could be considered both as an objectified function shaped by governmental regulation and as a process by which the individual chooses how to perform the role. The rehabilitation coordinator must navigate between legislative regulations and adhere to their own professional ethics, resulting in varying forms of subjectivity. Metaphors used by rehabilitation coordinators provide insights into how individuals perceive their ethical responsibilities and how they approach interactions with patients and healthcare professionals. The paper underscores the ambiguity of the role and sheds light on how diverse considerations inherent in professional roles but also within the subject molds professional subjectivity in the Swedish healthcare system
Putting It Together: Artographic awareness through collaborative teaching in a musical theatre educational program
Get PDFThis article demonstrates how collaborative teaching in the field of musical theatre has served as a platform for uncovering the research methodology of artography. This methodology explores the intricate entanglement of the roles of artist, researcher, and teacher. The reorganization of a new curriculum and collaborative teaching among a group of teachers at the bachelor program in musical theatre at Kristiania University College forms the basis of our reflections. We, the two authors, were involved in this process. We connect these experiences to theories of artography and collaborative teaching. We argue that our multidisciplinary artographic awareness relied on certain conditions of growth within the teacher group. These growth conditions include: 1) a culture of sharing pedagogy among colleagues, 2) working beyond an individual’s level of comfort through co-teaching and 3) reevaluating teaching habits.
Cover photo: Johanne Karen Hage
Sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning
Get PDFIn this ongoing project, we aim to explore the role of practising (‘øving’) in the Norwegian school subject Arts and Crafts. Through qualitative interviews we seek to gain insight into how teachers in Arts and Crafts experience practising. Traditionally, practising is linked to the repetition of technical skills, but we base ourselves within the concept of deep learning; as connected to embodied, relational, creative and affective forms of learning (Aggerholm & Standal, 2021; Dahl, 2021; Dahl & Østern, 2019; Engelsrud, 2021; Winje & Løndal, 2020; Østern & Bjerke, 2021; Østern et al., 2019). More specifically, we are interested in exploring what practising is in Arts and Crafts and how the teachers arrange for students to practise over time and in depth. For this purpose, we frame our analysis in terms of practising (Bollnow, 1969, 1978; Brinkman, 2012). Practising as an educational phenomenon is characterized agency, content, goal-directedness, verticality, effort, uncertainty and repetition. The perspective thus emphasizes the pupils as being actively involved in creative and performative activities where they improve their practical knowledge(Aggerholm et al., 2018). The project has a phenomenological approach as we seek insight into primary school teachers’ personal teaching experiences (Gill, 2020; Kvale & Brinkmann, 2021). In the autumn of 2021, interviews were conducted with a total of 9 teachers who teach Arts and Crafts at various primary and secondary schools in Norway. Data is analyzed and discussed in the theoretical perspective shown above. Through our analysis we explore how practising, embodied learning and practical knowledge are enacted in the teachers’ pedagogical practice. For example, the teachers are concerned with the meaning of practise, time constraints as a limiting factor, and exemplify how pupils develop practical knowledge such as craft skills and the ability to work in practical contexts within Arts and Crafts. The project contributes to the further development of practical didacticsI dette prosjektet undersøker vi fra lærerens perspektiv hva som er sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning. Tradisjonelt er øving knyttet til repetisjon av tekniske ferdigheter. Men vi plasserer oss teoretisk innenfor øving som en grunnleggende form for læring som involverer hele eleven og kan settes i sammenheng med dybdelæring. Det vil si at øving og dybdelæring involverer ikke bare tenkning, men også kropp, sanser og følelser. Vi ser på øving og dybdelæring som forandringsprosesser som skjer i eleven selv (Aggerholm & Standal, 2021; Bollnow, 1969, 1976; Dahl et al., 2019; Friesen & Koerrenz, 2017; Merleau-Ponty, 1994; Ruud, 1983; Østern et al., 2021). Prosjektet har en fenomenologisk tilnærming da vi gjennom kvalitative intervjuer søker innsikt i grunnskolelæreres personlige undervisningserfaringer (Gill, 2020; Kvale & Brinkmann, 2021). Høsten 2021 ble det gjennomført intervjuer med 9 lærere som underviser i kunst og håndverk ved ulike barne- og ungdomsskoler i Norge. Gjennom det teoretiske perspektivet analyserer vi funnene og diskuterer først øving og dybdelæring som forandringsprosesser. Videre diskuterer vi mer spesifikt forandringsprosesser for å utvikle håndlag og utvikling av prosessferdigheter. Vi har også avdekket utfordringer med sammenhengen mellom øving og dybdelæring. Hovedsakelig er utfordringene knyttet til uklarheter rundt progresjon, tidspress og elevenes manglende utholdenhet.. Undersøkelsen bidrar til å se øving og dybdelæring fra andre perspektiver enn det rent kognitive.
Nøkkelord: øving, dybdelæring, kroppslig læring, kunst og håndverk, undervisnin
Superpositioner. Om kvantfysik och barns blivande
Get PDFI denna artikel utforskas vad som kännetecknar barns blivande med superposition, ett tillstånd där allt sker samtidigt och överallt. Ett tillstånd som finns där före det att barnet placeras som subjekt i tid och rum. Med utgångspunkt i två bilder på mig och min farfar diskuteras i artikeln hur det är möjligt att med hjälp av kvantfysik förstå barns blivande. Hur barnets mikropolitiska handlingar kan ifrågasätta etablerade verklighetsuppfattningar och därmed också medverka till en bättre värld. Artikelns bidrar till metodutveckling inom postkvalitativ forskning genom att visa hur begreppet superposition vidgar förståelsen för forskning kring barns blivande (St. Pierre 2011; Myhre Otterstad & Waterhouse Lorvik 2023)
Re-turning the Child in Educational Research Methodology
Get PDFThe methodological approaches we explore in this article are anchored in Manning’s (2016) concept agencement and Barad’s (2014) concept re-turning. By re-turning the soil of our doctoral dissertations (Westgaard Bjelkerud, 2022, Moxnes, 2019) and exploring agencement as a way of activating the child in research, we draw attention to minor issues within the ecologies of research practices. According to Manning the minor works through the major as a force from within, problematizing the major’s standardisations, opening norms and experiences to variations and potentialities. We re-turn our doctoral projects to actualise minor events by discussing the child as knower; childspacesmattering and child-events. Hence propose the child as political through agencement, and from this thinking of the child in research differently
Special issue: Turning the tides; the child and the political. Methodologies for integraled child politics in education
Get PDFThis Special Issue concerns the child and the political: the political child.
The call for papers asked for immanent and minor (transpolitical, transgenerational, decolonized…) perspectives in which child and childhood are seen as moulding collective futuring forces in a globalized world. The call asked to refrain from rights perspectives in a narrow juridical sense to avoid any type of categorization and compartmentalization. The call also asked to avoid universalized, major, or idealistic politics of the child, and as Marina Garcés (2022) asserts: “The western humanistic tradition must leave the expansive universalism and learn to think of itself from a mutual universality” (p. 92). Being human is thus seen as a collective and collaborative activity ultimately repealing any divisions between subject and object, adult and child, nature and culture, body and mind. What can children teach us about politics, we asked, and how can the child become more than an object of policies? Further, we asked what kind of childhoods are desirable, necessary, and possible to future
Sign of the Times: The Framing of Computational Thinking in Danish, Finnish, and Norwegian Curricula
Get PDFThis paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed
Greenland Self-Government versus Greenland Minerals: History, process, implications for future mineral exploration
Get PDFMineraler og energi har i mange år været en vigtig del af den grønlandske politik ud fra et stærkt ønske om at blive økonomisk uafhængig af Danmark. Selvom der i perioder har været store indtægter til det grønlandske samfund, er der i disse år et relativt lavt aktivitetsniveau og en faldende interesse fra investorer. Omend der globalt er mange årsager til variationer i ressource investeringer, synes faldet paradoksalt nok at være betinget af en række politiske beslutninger og administrative procedurer i Grønland. Blandt hovedproblemerne er en langvarig politisk uenighed blandt de regeringsbærende partier om uran. Baggrunden herfor såvel det indledende forløb af den verserende voldgiftssag og kommende retssag mellem Selvstyret og licenshaver på Kvanefjeld projektet gennemgås. Sagen kan ende med at blive meget langvarig gennem flere retsinstanser og få stor betydning for Grønlands økonomi og videre efterforskning og udnyttelse af ressourcer.For many years, minerals and energy have been an important part of Greenlandic politics fueled by a strong desire to become economically independent of Denmark. In periods, large revenues have been provided for Greenlandic society, but in recent years with a relatively low level of activity and a declining interest from investors. Although there are many reasons for variations in resource investments globally, the decline seems paradoxically to be conditioned by political decisions and administrative procedures in Greenland. Among the main problems is a long-standing political disagreement among the governing parties over uranium. The history and the background for the initial course of the ongoing arbitration case and the upcoming court case between the Self-Government of Greenland and the licensee of the Kvanefjeld project, are introduced. The case is expected to be lengthy through several courts and may have a major impact on Greenland’s economy and further exploration and exploitation of resources
Miljöorganisationerna försvarar de mänskliga rättigheterna: granskning av klimaträttegångar i Finland, Sverige och Norge
Get PDFClimate lawsuits launched by environmental organisations have dealt with the human rights challenges posed by climate change in Finland, Sweden and Norway. The article examines the countries\u27 climate lawsuits in the light of legal dogmatics and legal comparison. In Nordic case law, the rights of children and future generations, the right to the environment and, sporadically, other human rights have been highlighted. Climate trials are a strongly anthropocentric issue and, due to their political-legal nature, they also pose challenges from the point of view of the three-part doctrine of the separation of powers, yet they have become an important part of the climate impact of environmental organizations in the Nordic countries. The results of the article provide a diverse perspective on the Nordic case law on climate lawsuits and on what environmental organisations can do for human rights.I klimaträttegångar som miljöorganisationerna inlett har man i Finland, Sverige och Norge behandlat de utmaningar för de mänskliga rättigheterna som klimatförändringen medför. I artikeln granskas ländernas klimaträttegångar i ljuset av rättsdogmatiken och rättsjämförelsen. I den nordiska rättspraxisen har barns och kommande generationers rättigheter, rätt till miljö och sporadiskt även andra mänskliga rättigheter lyfts fram. Klimaträttegångarna är en starkt antropocentrisk fråga och dessutom medför de på grund av sin politisktjuridiska karaktär utmaningar också med tanke på den tredelade maktfördelningsläran, men ändå har de blivit en viktig del av miljöorganisationernas klimatpåverkan i de nordiska länderna. Resultatet av artikeln ger ett mångsidigt perspektiv på den nordiska rättspraxisen om klimaträttegångar och på vad miljöorganisationerna kan göra för de mänskliga rättigheterna.I klimaträttegångar som miljöorganisationerna inlett har man i Finland, Sverige och Norge behandlat de utmaningar för de mänskliga rättigheterna som klimatförändringen medför. I artikeln granskas ländernas klimaträttegångar i ljuset av rättsdogmatiken och rättsjämförelsen. I den nordiska rättspraxisen har barns och kommande generationers rättigheter, rätt till miljö och sporadiskt även andra mänskliga rättigheter lyfts fram. Klimaträttegångarna är en starkt antropocentrisk fråga och dessutom medför de på grund av sin politisktjuridiska karaktär utmaningar också med tanke på den tredelade maktfördelningsläran, men ändå har de blivit en viktig del av miljöorganisationernas klimatpåverkan i de nordiska länderna. Resultatet av artikeln ger ett mångsidigt perspektiv på den nordiska rättspraxisen om klimaträttegångar och på vad miljöorganisationerna kan göra för de mänskliga rättigheterna