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Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse
Get PDFIn this conceptual article, we present the “Sport for Development and Peace” (SDP) discourse as a case of scientific rationalization. First, we shed light on the ongoing theory debate around the “global/local problematique” in globalization and global policy research in comparative and international education. We then link up with the SDP discourse and show that academic work mostly features research related to the fact that the majority of the SDP programmes and ways of implementing them have been conceptualized in the Global North, yet are to be implemented in the Global South. In that context, we illustrate International Organizations as sites of scientized knowledge production and translation. Scientific rationalization occurs when specialized technical knowledge and management techniques enter the discourse
Humanitarian Handicrafts: Testing the relationship between archival history and hands-on craft making
Get PDFThis paper asks how craft practice can inform historical reconsiderations of handicraft produced within a humanitarian socio-economic framework (to support humanitarian aims or fund-raising initiatives), and in turn explores how historical processes become materialised in contemporary humanitarian craftwork. By considering the possibilities for practice-based methods, this paper proposes the utility of involvement in craft-making processes for historians of humanitarianism. At the same time, this gives rise to a multiplicity of concerns for a contemporary craft practitioner undertaking a form of creative expression identifiable by its humanitarian purpose. It is therefore a helpful corrective to the temptation to think that experiments are innovations. Looking at early attempts in history we see a practice mirrored, not in the results, but in the process of working in a humanitarian mode of craft-based practice
Design Process Models as Metaphors in Education Context
Get PDFWe argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies.We argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies
Skolestrukturers betydning for skole-ledelse: En analyse af meningsskabelse, delegering og specialisering i to forskellige skolestrukturer i Danmark
Get PDFDette studie undersøger skolestrukturens betydning for ledelse set fra et skolechef perspektiv, og hvordan denne opleves som meningsskabende i et skolelederperspektiv. I løbet af de seneste tiår har mange danske kommuner med forskellige begrundelser ændret skolestrukturen, men der findes kun begrænset forskning, der belyser skolestrukturers betydning for skoleledelse. Studiet er et mixed methods design, hvor udgangspunktet er en kvantitativ genereret baseline med fokus på, hvordan skolechefer i Danmark vurderer en specifik kommunal skolestruktur. På basis af denne viden er der gennemført et kvalitativt studie baseret på individuelle- og fokusgruppeinterview samt interview-genererede fortællinger om ledelse i to cases repræsenterende, dels en traditionel-, dels en distriktsbaseret skolestruktur. Dermed har studiet et komparativt perspektiv. Studiets kvantitative analyser viser, at de to skolestrukturvarianter er funderet i forskellige styrings- og organiseringsprincipper med forskellige grad af ledelsesmæssig autonomi. Studiets kvalitative analyser viser, at delegering og specialisering i ledelse har forskellige muligheder indenfor de to typer af skolestrukturer. Studiet konkluderer, at den traditionelle skolestruktur gennem skoleledelsens meningsskabelse både kan hæmme og fremme muligheder for delegering og specialisering for ledelse, mens den distriktsbaserede skolestruktur i højere grad kan fremme delegering og specialiseringsmulighederne for ledelse. Således konkluderer studiet, at skolestruktur har forskellige konsekvenser for skoleledelsers meningsskabelse af ledelsesopgaverne
Local Broadcast Journalists and the Trap of Professional Heterogeneity
Get PDFThe ideological tenets of the journalistic professions, historically grounded in the development of modern Western democracies, are increasingly shaken by the changes brought about by a series of technological, economic, and ideological processes challenging the foundations of professionalism. This article considers how these changes influence how work is performed and experienced in Italy by local journalists, providing professional news coverage and programs to communities at the grassroots level through both private and public outlets. The findings of qualitative research adopting a neo-institutional approach are presented and discussed following the analytical frame of the special issue, distinguishing three dimensions (within, between, beyond) related to the increased differentiation and the changing role of professionals in post-industrial societies. Conclusions point to the fact that the resulting heterogeneity if accepted without granting the necessary conditions to maintain professional standards, may bring into question the feasibility of a professional community
Students’ Interprofessional Workplace Learning in Clinical Placement
Get PDFStudents’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward
Studenters ämnesuppfattning och upplevelse av den verksamhetsförlagda delen av en slöjdlärarutbildning: En studie av studenters skriftliga inlämningsuppgifter
Get PDFDenna artikel beskriver den verksamhetsförlagda praktiken (VFU) i en slöjdlärarutbildning i Sverige. VFU är idag en del av en lärarutbildning som ska ge studenterna en handlingsberedskap för att bli professionella lärare, som idag ligger i en gränszon mellan akademisk kunskap och erfarenhetsbaserad professionskunskap. VFU bedrivs på fältet, en praktikplats i grundskolan, där studenterna under 25 dagar möter den undervisningssituation de utbildar sig för inom slöjdämnet. Parallellt med VFU, skriver studenter texter i kursuppgifter som lämnas in och examineras i lärarutbildningen, det är dessa texter som utgör det empiriska materialet i artikeln. Syftet med artikeln är att ge insyn i och väcka frågor om studenters uppfattningar om sin verksamhetsförlagda praktik. Texterna analyseras kvalitativt med tematisk analys och i materialet, söks mönster som beskriver praktikfältet utifrån studenterna utsagor genom att ställa följande forskningsfrågor till materialet: Vad och hur skriver studenterna om sin VFU och hur uttrycks synen på slöjdämnet under VFU praktiken och utbildningen? I texterna uttrycker sig studenter explicit om VFU och hur de reflekterar över sin praktik. Det går också i texterna analysera hur de implicit uppfattar ämnet slöjd. Vad som framkommer i texterna visar att studenterna har olika erfarenhet av att undervisa i slöjd och de beskriver sin VFU på skilda sätt. Många studenter är positiva över sin utbildning, men det finns också kritik och uppfattningar från VFU som kan påverka utbildningen och studenternas ämnessyn negativt. I analysen av resultatet från texterna, identifieras tre olika huvudsakliga sätt att beskriva slöjdämnet i det studenterna uttrycker. Dessa har tematiserats och beskrivs genom tre olika ”idealtyper” av studenter. De Produktorienterade, De Processorienterade och de Upplevelseorienterade studenterna.
Sökord: Verksamhetsförlagd utbildning, lärarutbildning, slöjd, ämnesdidaktik, lärarprakti
Escaping the Dark Side of Technology via Subject-ness: Sustainable Technology Education and Holistic Craft
Get PDFThe widening role of (digital) technology in our societies and the global ecological crisis are certainly two of the most prominent educational challenges of our time. Moreover, the intricate relationship between the two introduces tensions in pedagogical practice. Veli-Matti Värri, for example, has presented the Heideggerian argument that technology leads us into the kind of calculative thinking that underlies the destructive relationship between human beings and the more-than-human world. If this argument is correct, education for sustainability would be education out of technology instead of education about technology. The following question arises: How can technology education be education for sustainability? With the help of Gert Biesta’s concept of subjectification as being spoken to by something in the world, I develop the idea that technology education can be sustainability education if it allows children to encounter the essence of technology. I then argue that holistic craft is a pedagogical method that, under certain parameters, can help to realize this possibility. In order to make these philosophical ideas more concrete and to outline what this could mean in practice, I turn to an example drawn from a collaborative project between a pre-school and a primary school. From the interplay of educational theory and the practical example, I draw the conclusion that the combination of craft and reflection proper to the holistic craft process offers children possibilities for being sustainably with technology
Embedding Virtual Objects into the Physical World: Student-Centred Augmented Reality Concept Design and Development
Get PDFIn the contemporary world where almost, everything has moved towards digitalisation, the combination of virtual and physical worlds has proved to be an efficient approach in an educational context. Since the application of augmented reality (AR) and virtual reality (VR) in education is on the rise, we recommend a conceptual framework for technology education. However, little is known about how students mix virtual and physical objects in solving everyday problems through prototyping and envisioning the potential solution. This study is based on the gathering and analysis of qualitative and quantitative data on students in higher education. In the first study, we collected (N = 100) information about potential problem-solving contexts for augmented and virtual reality applications. In addition, this study examines student (N = 62) projects in the AR and VR fields to generate new knowledge about co-creation activities in design processes. The results reveal that when students design and develop virtual objects in connection to the physical world, they learn more than just using digital technology alone. Combining the virtual with the physical world provides an extensive learning environment not only for digital problem solving but also for materialistic and physical surroundings. This paper contributes a new theoretical understanding for academicians about the role of AR in technology education and a conceptual framework for practitioners to enhance student learning through AR-based design projects.In the contemporary world where almost, everything has moved towards digitalisation, the combination of virtual and physical worlds has proved to be an efficient approach in an educational context. Since the application of augmented reality (AR) and virtual reality (VR) in education is on the rise, we recommend a conceptual framework for technology education. However, little is known about how students mix virtual and physical objects in solving everyday problems through prototyping and envisioning the potential solution. This study is based on the gathering and analysis of qualitative and quantitative data on students in higher education. In the first study, we collected (N = 100) information about potential problem-solving contexts for augmented and virtual reality applications. In addition, this study examines student (N = 62) projects in the AR and VR fields to generate new knowledge about co-creation activities in design processes. The results reveal that when students design and develop virtual objects in connection to the physical world, they learn more than just using digital technology alone. Combining the virtual with the physical world provides an extensive learning environment not only for digital problem solving but also for materialistic and physical surroundings. This paper contributes a new theoretical understanding for academicians about the role of AR in technology education and a conceptual framework for practitioners to enhance student learning through AR-based design projects