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Editorial Introduction: Global competence, decolonization, and Asian educational philosophies
No full textThe articles in this special issue on “New Perspectives on Asian Educational Philosophies” offer a comparative perspective to explain the educational philosophies of notable Asian thinkers who tend to be little recognized in Europe. Arguments associated with decolonization offer one timely rationale for our work, but our purpose with this special issue is not so much about convincing readers that change is necessary, but rather to offer specific resources for diversification of higher education curricula. We assume that as years pass, educators will increasingly seek to know more about educational thought from across the world.
Student teachers and their attitudes towards ICT: Lesson learned from three different countries
Get PDFThis paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice
Digital Competence in Teacher Education Curricula : What Should Teacher Educators Know, Be Aware of and Prepare Students for?
Get PDFThis qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency
The impact of emotions on learning and motivation in producing and presenting digital stories
Get PDFResearchers of digital storytelling emphasize emotions as an important aspect of learning in the production and presentation of digital stories. The aim of this study is to explore the positive and negative emotions involved in the process of making digital stories and presenting them. As well as students’ perceptions of how this affects their motivation and learning. One hundred and thirty-two students responded to an adapted version of the Achievement Emotions Questionnaire, which collects data on the emotions present in a learning context. In addition, we interviewed ten students to gather in depth data about their feelings, motivation and learning. We found that both positive and negative emotions were involved when the students created and presented their digital stories. The students felt that their emotions influenced their motivation and learning. Drawing on theories of learning and motivation, we argue that negative activating emotions can aid learning, and positive deactive emotions can have a negative impact on learning. Emotions can aid learning in higher education and digital storytelling is an important contribution in this regard
Digital Capitalism and Critical Media Education
Get PDFDigital capitalism has produced a new concentration of capital, knowledge, and power unprecedented in history. Quantification is fundamental to digital and capitalistic structural principles. In view of a comprehensive quantification and measurement of life and society, questions of meaning and significance must be asked beyond quantifying process structures.
The first part of the article identifies capitalistic and digital structural principles, showing affinities between both principles. The second part points out central challenges and problem areas of digital capitalism. The third part discusses the manoeuvres of the IT industry in Germany to gain more influence on the education sector. Against the background of these developments, the last part outlines the need for alternative pathways and presents dimensions of a critical media education.[1]
[1] The article is based on two German language publications (Niesyto, 2017a, 2021)
Technology giants, educational policy and a preliminary mapping of networks and channels of influence in a Norwegian context
Get PDFThe article looks at the debate regarding the influence of the technology giants on educational policy. What strategies have existed on the part of the technology giants? Who have been the major actors within education? What kind of relations and networks have been established? The first part of the article focuses on relevant research internationally showing that the technology giants have taken the lead and that their objectives are to develop new long-term policy agendas. The development has been significantly intensified and to some extent changed during the pandemic. This has resulted in the emergence of new multisector coalitions and more complex networks which have potentially profound pedagogical implications. The second part accounts for a preliminary mapping of networks and channels of influence in a Norwegian context. Despite the differences between countries, political and educational systems, traditions and values, there are a number of the similarities in the field of educational technology. These include on a general level how the use of new technology is valued as a way of improving teaching and learning, but also how networks and relations are developed and function. The project that precedes the article is based on literature studies and inspired by network ethnographic approaches
Hur stor är en gruva? : Överlappande problemområden i en handläggningsprocess
Get PDFPlanerna på en järnmalmsgruva i Kallak utanför Jokkmokk i Norrbottens län har mött stort motstånd, men har också ivriga förespråkare. Denna artikel analyserar de kontroversiella planerna genom att studera handläggningen av ansökan om bearbetningskoncession. Ärendet som har handlagts i flera omgångar och två gånger hänskjutits till regeringen för beslut. I skrivande stund, mer än sju år efter att ansökan gjordes, saknas ännu beslut i ärendet. Genom en diskussion av fallet Kallak vill jag belysa hur djupt politiska grundantaganden kommer in i förvaltningsprocessen och påverkar hur olika instanser agerar i ärendet. Artikeln bygger på en analys av material som har producerats och inkommit i processen i form av skrivelser och yttranden. Handläggningsprocessen visar att frågan om att bevilja en bearbetningskoncession är svåravgränsad och knuten till ett antal andra överlappande problemområden. Med den här artikeln vill jag bidra med förståelse för hur handläggningen i det här fallet inte alls är konsensusdriven, teknisk fråga, utan hur konflikter mellan olika preferenser, värden och världsbilder kommer till uttryck i beslutsprocessen
Projecto X: A Journey Inside Ourselves and What We Found When We Arrived
Get PDFThis article analyses and reflects upon a community music project that occurred in 2016 in Portugal. It involved a community of people with disabilities and a group of artists from different fields. The project’s promotors aimed to create a space in which differences were abated, social well-being was nourished and individual desires were fostered. This article endeavours to understand how artistic performance may provide opportunities for empowering less advantaged people and how it might have been achieved during this project. The reflections present in this article are based on the current literature on community music and are informed by other similar analysis of these kinds of projects.
The article starts with a brief description of the project and then elaborates on the term ‘community music’ and its relationship to this project. The project made use of a mix between an art installation and an experimental instrument called Pianoscópio. This article describes this instrument in detail and analyses how it enabled the participants to express themselves to their fullest abilities. A characterisation of the participating community members follows, focusing on the core tenets of the association they were part of. After that, the article examines how the workshops took place and what transpired in the final performance, focusing specifically on the steps taken to accommodate the different disabilities of the participants. The article ends with a reflection upon these kinds of projects and the impact this one project might have had on its participants.This article analyses and reflects upon a community music project that occurred in 2016 in Portugal. It involved a community of people with disabilities and a group of artists from different fields. The project’s promotors aimed to create a space in which differences were abated, social well-being was nourished and individual desires were fostered. This article endeavours to understand how artistic performance may provide opportunities for empowering less advantaged people and how it might have been achieved during this project. The reflections present in this article are based on the current literature on community music and are informed by other similar analysis of these kinds of projects.
The article starts with a brief description of the project and then elaborates on the term ‘community music’ and its relationship to this project. The project made use of a mix between an art installation and an experimental instrument called Pianoscópio. This article describes this instrument in detail and analyses how it enabled the participants to express themselves to their fullest abilities. A characterisation of the participating community members follows, focusing on the core tenets of the association they were part of. After that, the article examines how the workshops took place and what transpired in the final performance, focusing specifically on the steps taken to accommodate the different disabilities of the participants. The article ends with a reflection upon these kinds of projects and the impact this one project might have had on its participants
Knowing Music as Representation or as Operation: Exploring Musical Diversity through Collaborative Music Making in Kaleidoscope
Get PDFA society considered to be in a multicultural condition is likely to condition the way things are seen and what is seen as important. Attention is likely to be drawn to difference and diversity and the prospects of including it, and high hopes may be set on music in this. Within a certain multicultural discourse, music is expected to affirm and represent identities, while at the same time to create unity across diversity. Departing from a Norwegian context, drawing on results from fieldwork within the intercultural ensemble Kaleidoscope, this paper explores collaborative music making in relation to diversity and knowledge production. It is argued that musical knowledge may be generated in useful ways by thinking beyond music as representation. Knowing music as operation may better benefit co-construction of diverse and inclusive music practices.
A society considered to be in a multicultural condition is likely to condition the way things are seen and what is seen as important. Attention is likely to be drawn to difference and diversity and the prospects of including it, and high hopes may be set on music in this. Within a certain multicultural discourse, music is expected to affirm and represent identities, while at the same time to create unity across diversity. Departing from a Norwegian context, drawing on results from fieldwork within the intercultural ensemble Kaleidoscope, this paper explores collaborative music making in relation to diversity and knowledge production. It is argued that musical knowledge may be generated in useful ways by thinking beyond music as representation. Knowing music as operation may better benefit co-construction of diverse and inclusive music practices