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  • 1. Anderhag, Per
    et al.
    Andrée, Maria
    Björnhammer, Sebastian
    Gåfvels, Camilla
    University of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education.
    Den praktiknära forskningens bidrag till läraryrkets kunskapsbas: en analys av kunskapsprodukter från kollaborativ didaktisk forskningIn: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.

  • 2.
    Leijon, Marie
    et al.
    Malmö Högskola.
    Lindstrand, Fredrik
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Socialsemiotik och design för lärande: två multimodala teorier om lärande, representation och teckenskapande2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 3-4, p. 171-192Article in journal (Refereed)
  • 3.
    Mäkelä, Esko
    University College of Arts, Crafts and Design, Institutionen för Bildpedagogik (BI). Umeå universitet, Institutionen för estetiska ämnen.
    Mening och uttryck i slöjd2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, ISSN 1401-6788, Vol. 18, no 1-2, p. 87-101Article in journal (Refereed)
    Abstract [en]

    Meaning and Expression in Sloyd

    Abstract:

    This article focuses on communicative aspects of the Swedish school subject Sloyd, which is a compulsory subject in Swedish comprehensive school for pupils in grade 3-9 (aged 9-15/16). Sloyd in school is mainly a Nordic phenomenon and can be understood as a combination of art, craft and design. The socio-cultural concept mediation is used for uncovering meaning and expression in sloyd as a process as well as the actual artefacts made by pupils. The empirical materials in this article consist of one transcribed interview and photos of sloyd objects transformed into a narrative drawn from a larger qualitative research project. Visual ethnography was used as a research method in the field and findings were analysed using a narrative approach in combination with Bakhtin´s (1988) systematic analysis of the architectonics of the aesthetic objective. The narrative presented in this article concerns a textile application made by Pernilla. Her story tells of how she got the idea for a pillow, the actual making and how she figures it will be in her room. Some critical events in the story point out the mediating effects of colour, cultural signs and the importance of well-being. It all started when she saw the colourful textiles on the shelf in the textile workshop. They spoke to her of nature and landscapes she remembered seen from above travelling in airplanes. The story unfolds in a process including a Swedish banknote showing a fictitious character, Nils Holgersson, from a novel by Selma Lagerlöf. Pernilla thus enters a dialogical relation that establishes an intertextual connection, which affects her design of the pillow.

    The analysis shows that the dialogical and intertextual features are present not only on the conceptual level but also at the material level, in the actual making, which stands out as acts of meaning making. This is a process that, according to Knutes, consist of a structure including three general criteria; (i) refiguration of physical objects, (ii) personal project, and (iii) dynamic course. All of these are present in Pernillas work. Considering the refiguration criteria one must recognize material, technique and tools as well as aesthetic aspects. In this case the textile material is closely related to aesthetic considerations. The analysis shows a tight connection between the process of making and personal experiences with a clear mark of authenticity. The process was explicitly dynamic on two levels. First and foremost it was dynamic in relation to the material and then it turned into a dynamic process including more and more of personal experiences.

    Bachtins theory of the architectonics of the aesthetic objective includes three units: Content, material, and form. All three units have two common aspects. On the one hand one must identify epistemic aspects and on the other one must understand ethic and architectonic qualities of the artefact. The epistemic aspect of the content in Pernilla´s application may be understood as the function. A pillow has a comforting function and the application functions as a decorative and protective cover. Another epistemic aspect of the content is the material used, which is cotton. But what is the ethic aspect of Pernilla´s application? How can one understand it in the realm of human activities? A narrative approach may shed some light on the issue. Pernilla makes a point of balance and harmony in how she designs her room. She said the colour green represents wellbeing and calmness. This brings in the architectonic aspect of material, as well as the architectonic aspect of form – she chose the colour for a specific reason and she cut the cotton into specific shapes, namely to represent a landscape as seen from above.

    The analysis shows that sloyd is a powerful arena for mediating meaningful learning and that engagement in sloyd develops a sense of identity and connection.

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