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Organisering av samarbeid mellom skole og arbeidsliv i yrkesfagutdanningen
Get PDFNorwegian and international research reveals challenges in the collaboration between school and working life in vocational education. Because vocational education is twofold between two years in school and two years as an apprentice in a workplace, collaboration between school and working life is required. A lack of collaboration can lead to students receiving less relevant vocational education, that drop-out rates increase, and that the education does not provide working life with the skills they need. The article examines how a school owner and an upper secondary school choose to organize the collaboration between school and working life, and how these collaboration structures can contribute to a closer collaboration between the two learning arenas in the school part of the education. A qualitative approach has been used with a case with two levels of education represented by a county municipality and a secondary school in the same county. We analyze and discuss how this school owner and the local upper secondary school organizes collaborative structures between school and working life, and what these arrangements lead to. The analysis shows that in the work of creating closer collaboration, the school owner must balance between the desire to create binding collaboration structures and the schools \u27and companies\u27 tradition of self-determination. The school owner\u27s intentions to establish close collaboration on vocational education and training have resulted in three formal collaboration structures. Using the theory of school leadership understood as collaborative activity in a system with loose connections and meaning making, it is revealed that all three collaboration structures contribute to increased understanding between school and working life, while two of collaboration structures at school level contribute to both increased understanding and support for a more common collaborative practice.Norsk og nordisk forskning tyder på at det er utfordringer med samarbeidet mellom skole og arbeidsliv i den yrkesfaglige utdanningen. Et manglende samarbeid mellom skole og arbeidsliv kan føre til at elevene får en mindre relevant yrkesutdanning, at frafallet øker og at utdanningen ikke gir arbeidslivet den kompetansen de har behov for. Et svakt eller manglende samarbeid mellom skole og arbeidsliv kan påvirke intensjonen om et helhetlig todelt utdanningsforløp. Artikkelen undersøker hvordan en skoleeier og en videregående skole velger å organisere samarbeidet mellom skole og arbeidsliv, og hva de ulike samarbeidsstrukturene fører til. Dette undersøkes ved hjelp av en kvalitativ tilnærming med en case med to utdanningsnivåer, representert ved en skoleeier og en videregående skole i samme fylke. Med bakgrunn i data fra informanter fra skoleeier- og skolenivå analyseres og drøftes informantenes opplevelser av samarbeidet. Analysen viser at for å utvikle samarbeidet, må skoleeier balansere mellom ønsket om å lage samarbeidsstrukturer og skolenes og arbeidslivsbedriftenes tradisjon for selvbestemmelse. Skoleeiers intensjoner om å øke samarbeidet har ført til tre formelle samarbeidsstrukturer. Ved hjelp av teori om skoleledelse forstått som en samhandlende aktivitet i et system med løse koblinger og meningsskaping, avdekkes at alle de tre samarbeidsstrukturene bidrar til økt forståelse mellom skole og arbeidsliv, mens to av samarbeidsstrukturene på skolenivå bidrar til både økt forståelse og oppslutning om en mer felles samarbeidspraksis
Students’ understanding of legal citizenship and co-citizenship concepts: Subject positions and capabilities
Get PDFThis article presents findings from a research project aimed at exploring youth understandings of two Norwegian words for citizen: statsborger and medborger, translated as legal citizen and co-citizen. The topic was explored through group interviews with 10th grade students in three schools. The findings are analysed through the lens of subject positions and capabilities, with the results showing that students appropriate categories and storylines within public debate in order to frame different citizen subject positions as either one of ‘us’ or ‘them’. Dichotomies and overlaps are also visible in descriptions of citizen capabilities as either legal, ideal, or societal. Legal capabilities, understood as the juridically defined rights of majority and minority legal citizens and co-citizens, are less clear to students and are at times obscured by societal capabilities, or the rhetoric within public debate which may hinder minority capabilities. Additionally, ideal capabilities, or democratic values, often stand in conflict with the rhetoric of public debate. The main implication of these research findings is that a citizenship lens allows for a nuanced exploration of citizen subject positions and attendant capabilities within a democracy, including exploration of the challenges that minority citizens may face. Being explicit about the who (subject position), what (categories), and how (storylines) of democratic participation will allow students a more critical understanding of citizenship than the predominantly values centred discussions which are often a staple of citizenship education
Research Innovation: Advancing Arts-based Research Methods to Make Sense of Micro-moments Framed by Dementia
Get PDFIn this article we discuss how to develop methodological tools to guide social innovation in the arts and health movement. We approach this question by making research within Artful Dementia Research Lab as transparent as possible by 1) describing study designs 2) presenting arts-based datasets, and 3) giving insight into what we define as aesthetic analysis. We outline four premisses of situated art intervention research and what it can add to practice-led research. We close with an invitation to the reader to further discuss how to make arts-based research methods more visible and bringing them to the table of established research standards.In this article we discuss how to develop methodological tools to guide social innovation in the arts and health movement. We approach this question by making research within Artful Dementia Research Lab as transparent as possible by (1) describing study designs 2) presenting arts-based datasets, and 3) giving insight into what we define as aesthetic analysis. We outline four premisses of situated art intervention research and what it can add to practice-led research. We close with an invitation to the reader to further discuss how to make arts-based research methods more visible and bringing them to the table of established research standards
Artistic Research in Artists’ Books
Get PDFThe phenomenon of artistic research attracts considerable attention because of the growing integration between art, design and science. At the same time, it remains a challenging research subject that is interpreted differently by various scientists, designers and artists. This paper presents an attempt to investigate the relationship between artistic research and artistic practice, and the role of artistic research in artists’ books. It aims to present a brief history of artists’ books and show how various artists have captured the complex creative and artistic processes, results or stories behind the works of art.
The article also discusses the problem and potential of representation in artists´ books and examines them as an effective mechanism for disseminating findings of artistic research. To present the multifaceted action behind a work of art implies challenges. The author’s own attempt to capture knowledge from artistic research was challenged while working on a book project and will be part of the discussion. Finally, the study will illustrate how artists’ books contribute to the process of capturing reflections of artistic research and make the manifestations accessible to people outside of the formal context of the lecture halls.
Cover image: Newton, by William Blake (1795). The William Blake Archive, Public DomainThe phenomenon of artistic research attracts considerable attention because of the growing integration between art, design and science. At the same time, it remains a challenging research subject that is interpreted differently by various scientists, designers and artists. This paper presents an attempt to investigate the relationship between artistic research and artistic practice, and the role of artistic research in artists’ books. It aims to present a brief history of artists’ books and show how various artists have captured the complex creative and artistic processes, results or stories behind the works of art.
The article also discusses the problem and potential of representation in artists´ books and examines them as an effective mechanism for disseminating findings of artistic research. To present the multifaceted action behind a work of art implies challenges. The author’s own attempt to capture knowledge from artistic research was challenged while working on a book project and will be part of the discussion. Finally, the study will illustrate how artists’ books contribute to the process of capturing reflections of artistic research and make the manifestations accessible to people outside of the formal context of the lecture halls.
Forsidebilde: Newton, av William Blake (1795). The William Blake Archive, Public Domai
Dogma Film and Ceramic art: The Case of ‘Blue Collar – White Collar’
Get PDFIn this project, Dogma film and ceramic art were developed into interdependent art objects, exhibitions, and short films. The art project Blue Collar – White Collar started with the artists’ interest in the global concern about the fourth industrial revolution, often referred to as ‘the rise of the robots’, where old professions seem to disappear, and central tasks are robotised. However, there seems to be signs of a new role for the skills of handicraft in society. The short film Rhythm of the Hands documented parts of this development through the artists’ reflections on the role of their contemporary ceramic practice. The materialised results of ceramic art and Dogma film explain in a complementary way the development of the new roles of craft in society and of Dogma used as production principle in a craft context. Through an intersubjective documentation of insiders’ perspectives in a collaborative art project the case shows a basic understanding of being an artist where a diversity of art practices can expand into new fields in continuously new ways. This can contribute to new ways of co-creation and collaboration in working life.
Keywords: creativity, Dogma film, ceramic art, artistic research, New European Bauhaus, Craft HubIn this project, Dogma film and ceramic art were developed into interdependent art objects, exhibitions, and short films. The art project Blue Collar – White Collar started with the artist’s interest in the global concern about the fourth industrial revolution, often referred to as ‘the rise of the robots’, where old professions seem to disappear, and central tasks are robotised. However, there seems to be signs of a new role for the skills of handicraft in society. The short film Rhythm of the Hands documented parts of this development through the artists’ reflections on the role of their contemporary ceramic practice. The materialised results of ceramic art and Dogma film explain in a complementary way the development of the new roles of craft in society and of Dogma used as production principle in a craft context. Through an intersubjective documentation of insiders’ perspectives in a collaborative art project the case shows a basic understanding of being an artist where a diversity of art practices can expand into new fields in continuously new ways. This can contribute to new ways of co-creation and collaboration in working life.
Keywords: creativity, Dogma film, ceramic art, artistic research, New European Bauhaus, Craft Hu
Regarding String: A Theory-Method-Praxis of/for Co-compos(t)ing Feminist Hope
Get PDFThis article explores string – what string does, makes possible, and makes happen –as lively matter in co-compos(t)ing human-nonhuman objects, bodies and space. Based on the happenings-doings-thinking generated from a recent workshop, and taking a line of flight with-from Haraway’s (2016) Staying with the Trouble, the article considers how string figuring co-compos(t)ings can work as a post-qualitative experimental feminist materialist/posthumanist research-creation practice which moves outside normative research methods. The article develops a stringly-thingly methodology to explore string figuring’s temporal and spatial possibilities, and propose a theorisation of ‘regard’ which works as a feminist materialist enactment of response-ability which makes better futures in the here-and-now become do-able and thinkable. The theory-method-praxis we propose is an orientation of/for co-compos(t)ing feminist hope
Commentator response: Linda Knight
Get PDFSeduction. To fall unknowingly (or maybe not) in love, to desire, to yearn, to want. Badly
Not-knowing-in-advance: Trying to think and see as if not doing a PhD.
Get PDFIn this piece, the writer offers up a tentative exemplification of how reframing a thesis in terms of what it can do rather than what it is has the potential to generate a joyful-artful engagement with the PhD process and to engender a more response-able relationship with the world. By refusing to engage in the dis-abling processes prescribed by institutional expectations of doctoral study, the act of writing emerges as a powerful antidote to the constraints of the neoliberal, neurotypical, university. Exploring a mode of expression that intertwines text and image, the writer enacts Erin Manning’s philosophical projects of research-creation, artfulness and thought-in-motion
From Technique to Technicity: Non-Methodological Explorations of Chairs, Neurodiversity, and Schooling
Get PDFIn response to the call for this special issue, we draw upon Erin Manning’s (2013, 2016) theorizing of technique and technicity to reconsider schooling and inquiry practices through the chair. The chair is often taken for granted and narrowly conceived through the lens of neurotypicality. By beginning with technique and technicity, this work foregrounds affect, relation and process, rather than object, form and method, so as to dislodge the chair from the sedimented practices of schooling and inquiry. In the emergent fashion of research-creation, this article makes use of genealogy, narrative and theory to explore how the interplay of technique and technicity might engender different modes of chair-ing, and how these modes might speak to concerns of neurodiverse schooling and research methods
Exploring TVET lecturer perceptions about work-integrated learning in South Africa
Get PDFThis paper discusses the perceptions of Technical and Vocational Education and Training (TVET) lecturers’ work-integrated learning (WIL) to determine how they understood their learning in a South African context. This study explored TVET lecturer perceptions about WIL, which is not reported as much in the literature. Eighteen lecturers from the civil, electrical and mechanical trades were involved in the study. A multiple case study design was adopted. The non-probability sampling design, specifically convenience and purposive sampling was used because participants were identified according to the researcher’s judgment. Qualitative data were gathered from TVET lecturers learning through WIL in industry. A thematic analysis model was used to search for common themes and analyse the data. Bergami and Schuller’s industry placement model underpinned the study. Using interviews and non-participant observation provided an opportunity for data triangulation, thereby addressing shortfalls that may be deep-rooted in a single method approach. This provided opportunities to test the trustworthiness and dependability of research findings. It emerged that TVET lecturers gained meaningful and current industry exposure. Lecturers described WIL as a positive and exciting initiative where they learnt from experts who shared valuable industry experiences. A few participants voiced their dissatisfaction over a lack of support from industry personnel. Further studies on challenges experienced by TVET lecturers during WIL are recommended. Overall, WIL complements theory with practice positively. The results may differ if future studies include other disciplines. WIL initiatives could influence different role players aligned to TVET provision