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Immigrant parents’ experiences and perspectives on the early childhood education stages in Nordic contexts: A qualitative review and meta-synthesis
Full text linkTo explore the state of research on immigrant parents’ experiences in early childhood education (ECE) stages, we conducted a literature review through a qualitative meta-synthesis of 22 studies. Guided by sociocultural theory, which emphasizes the co-construction of meaning and the interplay between individual agency and social context, the synthesis highlights both the barriers immigrant parents face and opportunities for enhancing inclusion and support within Nordic ECE contexts. While the articles acknowledge these challenges, they also found that some parents increasingly appreciate Nordic ECE values and practices over time. Communication emerges as a central theme in the reviewed literature; it deeply impacts the integration process of immigrant parents in Nordic ECE systems. Synthesized findings across the studies highlight communication as a key factor shaping parents’ experiences within the categories of “initial experiences and adaptation,” “parental concerns,” and “cultural and social integration.” The review reveals a predominance of host-country researchers, the majority being female, with minority groups underrepresented, which could potentially lead to biases. Despite methodological limitations that impact the understanding of immigrant parents\u27 experiences, the studies offer valuable insights into the parents’ reported experiences and provide a foundation for improving inclusivity and understanding in Nordic ECE
Exploring Professional Commitment and Passion Among Norwegian High School Teachers
Full text linkHigh school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed
Crafting meaningful motifs and products: Arts-based activities to inspire ideation
Full text linkThis article reports the implementation of a crafting process aiming to enhance personal significance during the ideation phase of a nature-themed fabric motif. The ideation phase of the motif was implemented in a garden setting, and it consisted of several arts-based activities such as Dance\u27n\u27Paint, River of Experience, and creative writing. In this study, the crafting process of one participant was investigated via semiotic phenomenological analysis, leveraging the diverse materials provided by the participant. This analysis aimed to ponder how the crafting process with arts-based activities progressed from ideation to fabric motif and product creation. The findings revealed that arts-based activities significantly influenced the participant\u27s creative process by giving the participant materials, motivation and meaningfulness for the fabric motif designing. In the study, the crafting process became meaningful for the participant as a positive experience of participation in an arts-based workshop, as a learning experience in motif designing and as a personal experience of memory work. These experiences became deeply embedded in the fabric motif and the ready-made tunic. The arts-based activities chosen for this study might apply to different contexts and themes. However, the nature theme chosen for this study might also be relevant from the sustainability perspective.
Keywords: fabric motif design, arts-based activity, ideation, memory, meaningfulness, semiotic analysisThis article reports the implementation of a crafting process aiming to enhance personal significance during the ideation phase of a nature-themed fabric motif. The ideation phase of the motif was implemented in a garden setting, and it consisted of several arts-based activities such as Dance\u27n\u27Paint, River of Experience, and creative writing. In this study, the crafting process of one participant was investigated via semiotic phenomenological analysis, leveraging the diverse materials provided by the participant. This analysis aimed to ponder how the crafting process with arts-based activities progressed from ideation to fabric motif and product creation. The findings revealed that arts-based activities significantly influenced the participant\u27s creative process by giving the participant materials, motivation and meaningfulness for the fabric motif designing. In the study, the crafting process became meaningful for the participant as a positive experience of participation in an arts-based workshop, as a learning experience in motif designing and as a personal experience of memory work. These experiences became deeply embedded in the fabric motif and the ready-made tunic. The arts-based activities chosen for this study might apply to different contexts and themes. However, the nature theme chosen for this study might also be relevant from the sustainability perspective.
Keywords: fabric motif design, arts-based activity, ideation, memory, meaningfulness, semiotic analysi
Å leve som a/r/tograf – Et nordisk perspektiv : Introduksjon til del 2
Full text linkThis article introduces the second and final part of the special issue, Living as an a/r/tographer – A Nordic perspective. The editorial team present some of their reflections and discussions over three years of editorial work, before they introduce the contributions in the second half of the issue – six scientific articles and one explorative text. The Nordic authors contributing to the special issue form a vibrant chorus of voices from various professional fields in art and culture, addressing a multitude of themes that serve as diverse entry points into a/r/tographic research. The editorial team members have been interwoven with the authors, with one another, with peers, and with theories. In this introduction, the four editors, in a rhizomatic manner, highlight themes and concepts they have engaged with throughout their editorial processes. This work has unfolded both as a community (of practice) and through individual thought-dialogues. The introduction raises reflections and questions about editorial work as a collective effort, the place and value of such work within the academic framework, and ethical considerations in a/r/tographic inquiry. Additionally, it highlights key concepts and characteristics of a/r/tographic research—those that have challenged the editors and prompted them to pause to reflect once more, such as the personal, the affective, and that which creates resonance.
Photo: Ann-Hege Lorvik WaterhouseDenne artikkel innleder den andre og siste delen av temanummeret Å – leve som a/r/tograf – Et nordisk perspektiv. Redaksjonen gir først noen innblikk i overveielser og diskusjoner gjennom tre års redaksjonsarbeid, før de presenterer den andre delens bidrag – seks vitenskapelige artikler og én eksplorativ tekst. De nordiske forfatterne som fyller de to delene av spesialnummeret utgjør et kor av stemmer fra forskjellige faggrupper innen kunst- og kulturfeltet, og et utall av tematikker med mangfoldige innganger til a/r/tografisk forskning blir berørt. Redaksjonen har vært mer (og tidvis mindre) sammenvevd med forfattere, hverandre, fagfeller og med deres teorier i flere år. Her forsøker de på rhizomatisk vis å trekke frem tematikker og begreper som de har levd med gjennom dette redaktørarbeidet, og det gjøres både i (praksis)fellesskap og som individuelle tanke-dialoger. Det handler om redaksjonelt arbeid som kollektiv dugnad, om plassen denne form for arbeidsinnsats har i det akademiske regnskapet og om etikkens betydning og områder i a/r/tografisk forskning. Videre belyses også begreper og særtrekk ved den a/r/tografiske forskningspraksisen som har utfordret og fått dem til å stoppe opp tenke en gang til – eksempelvis det personlige, det som virker affektivt og det som skaper resonans.
Foto: Ann-Hege Lorvik Waterhous
How to write a Continuing Medical Education (CME) paper for Radiographers and other healthcare professionals – a tutorial
Full text linkAbstract
Continuing Medical Education (CME) papers is a method for healthcare professionals to gain new knowledge, learn new technologies and procedures and keep up with advances in their respective fields. Healthcare professionals have a lifelong responsibility to learn throughout their professional career.CME papers generally outline a specific case, topic, or challenge in the medical field. They often conclude with an individual assessment, such as a 10-question multiple-choice exam, to test the learners understanding of the material.Unfortunately, radiographers, nurses and other medical healthcare professionals working in the Nordic countries do not have abundant access to Continuing Professional Development (CPD) programs, which are designed to help professionals to engage and enhance skills, knowledge and abilities. Even without formal CPD programs, radiographers must stay updated to maintain high professional standards. Nordic healthcare professionals can still benefit from reading and writing CME papers and participate in CME assessments.CPD are widely used in many other European countries such as UK and Ireland. Therefore, CME papers can be a way to facilitate new qualifications or knowledge
Det å gi form til noe skjer aldri i et vakuum
Full text linkI dette essayet fokuserer vi på oppgaver vi gjennom sirka 10 år har gjort med lærerstudenter. Arbeidet har gått ut på å skape kniv og slir. Som et analytisk grep har vi koblet inn nymaterialistisk og posthumanistisk teori og «lest dette sammen» med studenters knivarbeider og eksamenstekster. Ved å identifisere og etablere seks handlingsskapende agenter som sterkt påvirker studentenes knivskaping, forsøker vi å konkretisere innholdet i deres besvarelser. Ved hjelp av denne teorien har vi oppfordret studentene til, i en utforskende og undersøkende prosess, å fabulere fram sine egne tradisjoner og tolkinger av muligheter og uttrykk. Vi har åpnet opp for at de kan trekke inn elementer og meningsbærende uttrykk fra sine egne liv, slik menneskene i de førindustrielle folketradisjonene gjorde det i utformingene av sine artefakter og ornamenter. Det diffraktive tenkesettet er essayets bærende element. Den danner en rhizomatisk struktur bestående av de konkret handlingsskapende agentene som får noe til å skje. En underliggende tilleggspåvirker, spesifikk for oss som er i dette undervisningsarbeidet, er en uro for alt dette levende som omgir oss. Den berører et ubehag knyttet til den retningen det naturnært menneskeskapte synes å ta i vår tid, der teknologiens makt synes å overstyre alle verdier.
Keywords: knivskaping, handlingsskapende agenter, rhizome, uro, førindustrielle folketradisjonerI dette essayet fokuserer vi på oppgaver vi gjennom sirka 10 år har gjort med lærerstudenter. Arbeidet har gått ut på å skape kniv og slir. Som et analytisk grep har vi koblet inn nymaterialistisk og posthumanistisk teori og «lest dette sammen» med studenters knivarbeider og eksamenstekster. Ved å identifisere og etablere seks handlingsskapende agenter som sterkt påvirker studentenes knivskaping, forsøker vi å konkretisere innholdet i deres besvarelser. Ved hjelp av denne teorien har vi oppfordret studentene til, i en utforskende og undersøkende prosess, å fabulere fram sine egne tradisjoner og tolkinger av muligheter og uttrykk. Vi har åpnet opp for at de kan trekke inn elementer og meningsbærende uttrykk fra sine egne liv, slik menneskene i de førindustrielle folketradisjonene gjorde det i utformingene av sine artefakter og ornamenter. Det diffraktive tenkesettet er essayets bærende element. Den danner en rhizomatisk struktur bestående av de konkret handlingsskapende agentene som får noe til å skje. En underliggende tilleggspåvirker, spesifikk for oss som er i dette undervisningsarbeidet, er en uro for alt dette levende som omgir oss. Den berører et ubehag knyttet til den retningen det naturnært menneskeskapte synes å ta i vår tid, der teknologiens makt synes å overstyre alle verdier.
Keywords: knivskaping, handlingsskapende agenter, rhizome, uro, førindustrielle folketradisjone
Attuning to what’s in/out of tune: From listening-as-usual to opening up more parts of the world to love in music education research and practice
Full text linkWhat does human exceptionalism and a human-centred analysis do to what counts as music, education and education research? This article troubles that question by ‘sticking’ to a video clip of two boys performing a song on a beach in rural Norway. Through a diffractive method of ‘Listening without Organs’, it traces the agency of sound waves and explores music education’s entanglement with everyday life. Through an agential realist analysis of the video clip as a phenomenon, we argue for the porosity of taken-for-granted research concepts such as ‘data’, research ‘site’, research ‘participants’, theories and methods. Knowledge-making as a worlding practice troubles human exceptionalism and opens up more parts of the world to love in music education research and practice. By extending the theory and practice of listening to include more-than-human and ‘lesser’-human sounds, concepts such as music, education and children are also stretched and opened up
Scaling as Methodological and Material Activation Technique
Full text linkIn this methodological paper, we propose that knowledge production and worldbuilding creations (in the context of scholarship) often provide a sense of activation and urgency to act. Namely, we focus on scaling as one possible activation technique for qualitative inquiry building on particular worlds, potential relationships, and emerging ‘(dis)order’ within the world. Scaling as an activation technique and the concept of scale enable scholars to consider their relationality with others, to identify within themselves relationalities regarding their areas of study, to consider how close/far data, knowledge, and participants are and become, which theories and practices are foregrounded and backgrounded, and how relationality within scales and scaling might operate. First, we discuss the relational nature of scaling and how scales are situated in relational spaces. Then we draw from the past scaling traditions and situate scaling in the context of mountains and mountain matter(ings). Finally, we share two scaling activation examples and conclude with a discussion about boundaries and the limits of humanely perceived relationalities and scaling. We propose that nonhuman and/or more-than-human ‘scales’ are particularly pertinent to understanding the limitations of human knowledge and various forms of relationalities