OsloMet Periodika
Not a member yet
2463 research outputs found
Sort by
Creolizing reflexivity:: Autoethnographic stories and theoretical entanglements
Full text linkThis article contributes to ongoing debates on generating interconnected transformative possibilities for decolonizing knowledge production in Nordic educational research without erasing power differences and tensions. Drawing from my PhD research, I entangle various research practices from the previously ignored or discredited margins, which go beyond hegemonic gazes and approvals for legitimacy. I particularly highlight everyday knowledges stemming from multiple senses, encounters, and unexpected connections, which might seem from a scientific perspective less rigorous or considered research at all. These may disrupt Nordic exceptionalism and color-evasiveness in researchers’ racialised positionalities. I show how the concept of creolization intersects with the method of autoethnography as Anzaldúan autohistoria-teoría with the aim of entangling multiple unequal knowers and knowledges, imagine and experiment with unforeseeable possibilities in and beyond research, and thus creolize reflexivity. This can expand the research imagination with regards to what constitute data generation and analysis, co-researching, co-writing, co-authoring publications, and presenting the research to wider audiences
Yrkesdidaktikk i møte med digitale dokumentasjonssystemer
Full text linkThis article is based on an innovation and research project aimed at improving documentation and learning systems in vocational education and training (VET), supported by a holistic vocational pedagogical framework. Throughout the project, we found increasing use of various digital documentation systems. However, we noted a lack of coordination between the systems and minimal vocational didactical approach to the design and use of the systems. To explore this further, we conducted a secondary analysis of data from the project focusing on 1) the potential for a new digital infrastructure that supports holistic vocational education and training, 2) differences in the design and use of documentation systems across various vocations, and 3) whether the design and use of digital documentations would influence vocational didactical theory and practice. The article draws on theories about digitization and the use of ePortfolios in VET. We also reference three different perspectives on vocational didactics within the complex landscapes of learning, particularly regarding digital documentation in between schools and companies. In the final section, we discuss our findings in relation to the theories of digitization and vocational didactics and elaborate an expanded view of vocational didactics. Firstly, we introduce the term ‘vocational specific didactics’ to address professional inequalities. Secondly, we emphasize the importance of vocational specific didactical design of digital infrastructures throughout the entire VET. In addition, arrangements are necessary for transitions between all levels of VET (vocational didactical transition rituals from Vg1 to Vg2 and from Vg2 to Vg3). Learning perspectives in the design and use of digital documentation systems are discussed in the context of learning analytics.Denne artikkelen tar utgangspunkt i et innovasjons- og forskningsprosjekt der hovedmålet var å forbedre dokumentasjons- og læringssystemer i fag- og yrkesopplæringen støttet opp av et helhetlig yrkespedagogisk rammeverk. Gjennom prosjektet så vi økende bruk av ulike digitale dokumentasjonssystemer, men registrerte i liten grad samordning mellom systemene og en bevisst yrkesdidaktisk tilnærming til utvikling og bruk av systemene. Det siste ønsket vi å se nærmere på, og gjennomførte en sekundæranalyse av data fra prosjektet der vi så på 1) mulighetene for en ny og mer sammensatt digital infrastruktur som understøtter en helhetlig og gjennomgående fag- og yrkesopplæring, 2) eventuelle faglige ulikheter i utvikling og bruk av dokumentasjonssystemer, og 3) hvorvidt utvikling og bruk av digital dokumentasjon vil påvirke yrkesdidaktisk teori og praksis. Artikkelen bygger på teorier om digitalisering i yrkesfagene og bruk av ePortfolier i fag- og yrkesopplæring. Vi viser også til tre ulike perspektiver på yrkesdidaktikk i komplekse læringslandskap, spesielt der digital dokumentasjon blir brukt i læringsprosesser i grenseland mellom skoler og bedrifter. I den avsluttende delen drøfter vi funn fra de nye analysene opp mot teori om digitalisering og yrkespedagogikk, og presenterer et utvidet syn på yrkesdidaktikk vi ikke har funnet andre steder. For det første velger vi å kalle det yrkesfagdidaktikk for å ivareta de faglige ulikhetene. For det andre vektlegges yrkesfagdidaktisk design av digitale infrastrukturer for hele opplæringsløpet, 2+2 i Norge. I tillegg kreves det tilrettelegging for overganger mellom alle nivåer i fag- og yrkesopplæringen (yrkesfagdidaktiske overgangsritualer fra Vg1-Vg2 og fra Vg2-Vg3). Hvorvidt læringsperspektivet i design og bruk av digitale dokumentasjons-systemer ivaretas gjennom læringsanalyse drøftes også. Studien er gjennomført i en periode med pandemi og implementering av Fagfornyelsen, den siste læreplanreformen i norsk utdanning. Vi utfordrer allikevel til å tenke nytt rundt yrkesfagdidaktikk
Tuffa bud : Apl-uppgifters betydelse för utveckling av yrkeskunnande
No full textWhat distinguishes vocational didactics from other subject didactics is its direct connection to a vocation and work life. In Swedish upper secondary vocational education, this dimension of vocational didactics becomes particularly significant in relation to students\u27 workplace-based learning (WBL). During WBL, as well as in school, the tasks assigned to students are central to the learning activities. This article explores the tasks students encounter within flower distribution during workplace-based learning (WBL) in upper secondary floristry education. The aim is to provide insight into the aspects of vocational knowing that students struggle to access, both in school and in the workplace. The study is based on interviews with students and supervisors.
The results show that economics is a difficult-to-access aspect of vocational knowing, largely remaining invisible to the students. Additionally, economic motives influence supervisors\u27 assessments of the tasks students are given during WBL. Furthermore, the study highlights that the order form is an important tool in the workplace, the various functions of which students have (yet) to fully grasp. Based on these findings, a central challenge in vocational didactics emerges: the need to transform specific vocational knowing into subject content and create bridges between school and the workplaceNågot som särskiljer yrkesdidaktik från annan ämnesdidaktik är kopplingen till ett yrke och arbetsliv. I den svenska gymnasiala yrkesutbildningen blir denna dimension av yrkesdidaktiken särskilt betydelsefull i relation till elevernas arbetsplatsförlagda lärande (apl). Under apl, liksom i skolan, är de uppgifter elever får tillgång till centrala för den utbildningsverksamhet som tar form. I artikeln undersöks blomsterförmedling under arbetsplatsförlagt lärande (apl) på det skolförlagda hantverksprogrammet med inriktning florist med fokus på de uppgifter elever möter. Syftet är att utveckla kunskap om de aspekter av yrkeskunnandet eleverna har svårt att få tillgång till, sett till såväl skol- som arbetsplatsförlagd utbildning. Vad som karakteriserar de uppgifter som eleverna genomför på sina arbetsplatser, samt vilka krav uppfattar eleverna att uppgifterna på apl-platserna ställer på dem är de frågeställningar som vägleder studien. Studien baseras på intervjuer med elever och handledare.
Resultaten visar att ekonomi är en svårtillgänglig aspekt av yrkeskunnandet som till stora delar förblir dolt för eleverna, och att ekonomiska motiv inverkar på handledarnas bedömning av vilka uppgifter elever får göra under apl. Vidare synliggörs att ordersedeln utgör ett viktigt redskap på arbetsplatserna. Baserat i dessa resultat framträder att en central yrkesdidaktisk utmaning är att transformera ett specifikt yrkeskunnande till ett yrkesämnesinnehåll och skapa bryggor mellan två skilda praktiker: skola och arbetsplats
Studentmobilitet for kvalitet i høyere utdanning: Hva kan vi lære av stemmer fra Zambia og Tanzania?
No full textStudent mobility has long been a desired form of internationalization in higher Education in Norway. Previous research shows increased personal, professional and intercultural competencies after their stay in Zambia and Tanzania. In this paper, we shed light on how cooperation partners in Zambia and Tanzania, through equal knowledge exchange and positions, can contribute to strengthening the quality of student mobility from Norway. We conducted qualitative interviews with six coordinators in Zambia and Tanzania to learn from their reflections regarding student mobility from Norway. The themes discussed in the interviews are student mobility, global justice and de-colonial awareness. The theoretical framework is critical pedagogy and de-colonialization, which analyses power, positions, and pluriversity in international cooperation. Our findings indicate the reproduction of colonial structures and more academic responsibility to colleagues in Zambia and Tanzania, and they suggest adequate preparations with particular learning outcomes to increase the quality of student mobility
Capitalism and Digital Inequality: Implications for Inclusive Education
Full text linkIn recent decades, the deep interconnection between capitalism, digital media, and digital infrastructures has become increasingly evident. The capitalist utilization of digital media and technology brings profound social and socio-ecological impacts worldwide, including the worsening of social inequalities. Inclusion, understood as a guiding principle of social transformation, aims to address and reduce both social and digital inequalities. This approach demands ongoing reflection on the processes of social transformation in societies shaped by capitalist economies, particularly in educational settings. This article explores the links between capitalism in the digital age and social and digital inequality, with a specific focus on their implications for education
Den finländska justitiekanslern som ändringssökande i advokatdisciplinära ärenden
Full text linkThe article analyses the Chancellor of Justice’s right and obligation to appeal against the Supervisory Board’s disciplinary decisions in lawyers’ cases. The Chancellor of Justice can and must lodge an appeal if the public interest so requires. Nevertheless, in some cases, the Chancellor of Justice is considered to bring an appeal without the public interest justifying it, and in individual cases the appeal may even appear to be incompatible with the public interest. Against this background, the article aims to determine when and how the Chancellor of Justice\u27s right of appeal should be exercised. The conclusion drawn in the article is that the Chancellor of Justice should only lodge an appeal in cases where the public interest requires or justifies it. Furthermore, the Chancellor of Justice should justify in the appeal in an open and concrete manner how the public interest is asserted in the individual case. In addition, the Chancellor of Justice must observe proportionality in the use of the resources of the judiciary and take into account the limited resources for legal protection.I artikeln analyseras justitiekanslerns rätt och skyldighet att anföra besvär över tillsynsnämndens disciplinära beslut i advokatärenden. Justitiekanslern kan och ska anföra besvär om det allmänna intresset föranleder det. Trots detta anses justitiekanslern i vissa fall anföra besvär utan att det allmänna intresset motiverar det, och i enskilda fall kan besvären till och med framstå som oförenliga med det allmänna intresset. Mot denna bakgrund syftar artikeln till att fastställa när och hur justitiekanslerns besvärsrätt bör utövas. Slutsatsen som dras i artikeln är att justitiekanslern endast bör anföra besvär i fall där det allmänna intresset kräver eller berättigar det. Vidare bör justitiekanslern i besvärsskriften på ett öppet och konkret sätt motivera hur det allmänna intresset gör sig gällande i det enskilda fallet. Dessutom bör justitiekanslern iaktta proportionalitet i användningen av domstolsväsendets resurser och beakta att resurserna för rättsskydd är begränsade
Negotiating Learner Autonomy in a Cross-cultural, Emancipatory Academic Environment: An Autoethnographic Study
Full text linkIn an era of accelerating globalization, an increasing number of scholars cross national borders and accumulate international academic experiences, presenting both opportunities and challenges. This autoethnography examines the challenges I, a Vietnamese PhD student, encountered while navigating learner autonomy within a cross-cultural, emancipatory academic environment in the US. Drawing on my retrospective narrative, in-depth interviews with my academic advisor, and a reflective journal, I narrate my journey of negotiating the newly found freedom in a PhD program driven by emancipatory pedagogy. The process reveals learner autonomy as a complex, non-linear negotiation shaped by different environmental factors, especially the roles of my academic advisor. Thanks to the development of learner autonomy, I slowly turned into an independent scholar, but the process prompted critical reflections on the tension between my traditional Confucian Heritage Culture (CHC) values and the newly acquired emancipatory ideals. The paper may help international PhD students to better navigate their studies in new cultural and academic environments. It may also help PhD supervisors, including those in Nordic countries, become more aware of potential challenges and develop alternative strategies for working with doctoral students from different cultural backgrounds. Finally, it may offer insights into how a more emancipatory academic environment might be reimagined in CHC contexts
Design og eierskap –: designfaglige, estetiske og juridiske perspektiver
Full text linkIn line with the general legalization of society, there is, among other things, an increasing need for design and art expertise in courts and other dispute resolution bodies. This article discusses basic principles for creative processes and assessments of results, considering different forms of ownership and their legal regulation, with the aim of strengthening knowledge and comprehension between the three disciplines of design, art, and law (IPR). Key issues addressed are the consequences of today\u27s expanded concept of design, the role of aesthetics in creative processes, legal criteria for different forms of ownership protection, and the link between the legal criteria and design assessments, with an emphasis on aesthetic assessments. The legal process regarding the rights to the movie car Il Tempo Gigante (from the film The Pinchcliffe Grand Prix) is used as a consistent example to illustrate general points.I tråd med den alminnelige rettsliggjøringen i samfunnet er det blant annet i økende grad behov for design- og kunstfaglig ekspertise i domstolene og andre tvisteløsningsorganer. I denne artikkelen diskuteres grunnleggende prinsipper for kreative prosesser og vurderinger av resultater i lys av ulike former for eierskap og rettslig regulering av disse, i den hensikt å styrke kunnskap og forståelse mellom de tre fagfeltene design, kunst og juss (IPR). Sentrale problemstillinger som tas opp er konsekvenser av dagens utvidede designbegrep, estetikkens rolle i skapende prosesser, rettslige kriterier for ulike former for eierskapsbeskyttelse og koblingen mellom de rettslige kriteriene og de designfaglige vurderingene, med vekt på estetiskfaglige vurderinger. Rettsprosessen om rettighetene til Il Tempo Gigante benyttes som gjennomgående eksempel for å illustrere generelle poenger
Materialbasert og kunstnerisk utforsking av form, vind, bevegelse og programmering i småskolens skaperverksted
Full text linkMakerspaces in Norwegian schools introduce creative practices with both new and traditional materials, tools, and technologies. The perspective of arts and crafts has been less emphasized in these workshops, which are primarily led by science teachers. The research project presented in this article is based on research-practice partnership methods where teachers and researchers collaborate to develop and implement makerspace activities that integrate both scientific and arts and crafts knowledge. The study explores second-grade students\u27 maker-oriented learning and their teachers\u27 practices and development of makerspace activities through the following research question: How can material-based and artistic exploration of form, movement, and programming invite reflective and creative processes in primary school makerspaces, and how can teachers support these processes? The study demonstrates that a material-based and artistic approach in makerspaces enhances students\u27 ability to discover and express themselves in diverse ways. Makerspaces offer opportunities to bridge tradition and new technologies and can be understood as a collective exploratory opportunity space where students gain experience in taking ownership and shaping their world.Det etableres stadig nye skaperverksteder i norsk grunnskole. Skaperverkstedene bringer med seg en forventing om en skapende tverrfaglig praksis der elever får erfare autentiske, åpne og utforskende læringsprosesser med både nyere og tradisjonelle materialer, verktøy og teknologier. Det kunst- og håndverksfaglige perspektivet har i stor grad vært fraværende i norske skaperverksteder som har vært initiert og drevet av realfag- og spesielt naturfagslærere. Skapende aktiviteter og materialbasert utforsking av fenomener er tangerende felt der naturfag og kunst og håndverk møtes og med bakgrunn i det undersøkes: På hvilke måter kan materialbasert og kunstnerisk utforsking av form, vind, bevegelse og micro:bit invitere til tenkende og skapende prosesser i småskolen skaperverksted? Educational Design Research og a/r/tografi er tatt i bruk for å undersøke 2. klassingers skaper-orienterte læring og deres læreres praksiser og tilrettelegging av skaperverkstedsaktiviteter. I artikkelen drøftes følgende tematikker: 1) Å tenke i materialet, formgi og gjøre seg håndgripelige erfaringer, 2) Å skape utforskende handlingsrom i det material-digitale, 3) Nærvær og kunstnerisk utforsking i det material–digitale og 4) Om å gi muligheten til å ta eierskap og forme verden - skaperverkstedet som et kollektivt utforskende mulighetsrom.