| 1. |
- Bendroth Karlsson, Marie, et al.
(författare)
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Bild, konst och medier för yngre barn; kulturella redskap och pedagogiska perspektiv.
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Med texterna Barns visuella lärande och grafiska framställning (kapitel 2) och Bildsamtal och bildtolkning (kapitel 4) i boken Bild, konst och medier för yngre barn; kulturella redskap och pedagogiska perspektiv vill Karlsson Häikiö beskriva vikten av bildarbete i förskolan, lärarens kunskaper kring användandet av kulturella redskap har betydelse för den kvalitet som kan skapas för barnet i mötet med och lärandet genom bild. Med denna antologi vill författarna erbjuda perspektiv på hur man kan tänka om och arbeta med bild och konst i förskolan, men också på fritidshem och i skolans tidiga år. Ett kulturpedagogiskt perspektiv innebär att vi betonar den kulturella och sociala betydelsen för det kommunikativa och konstnärliga arbetet. När det gäller såväl pedagogisk som konstnärlig gestaltning är alltid de grundläggande frågorna vad? hur? varför? vem? intressanta att synliggöra och förstå. Det är en pedagogisk balansakt att ta del av barnens perspektiv och i rätt ögonblick utmana dem så att de utifrån egna intressen och önskemål kan lära sig mer om olika gestaltningsformer och om den visuella kultur de lever i. Att barn idag erövrar en visuell läskunnighet är lika angeläget som att de får en verbal- och skriftspråklig kompetens. Det pedagogiska arbetet med bild, konst och medier har olika aspekter, sociala, kunskapsmässiga, kommunikativa och konstnärliga. Författarna enar att samtliga är betydelsefulla och det är viktigt att ingen av dessa aspekter hamnar i skuggan. De senare årens fokus på visualitet, visuell kultur, estetiska lärprocesser och teorier om lärande om, i, genom och med konst behöver diskuteras ytterligare i relation till yngre barn. Med exempel från olika projekt och aktiviteter diskuterar vi hur arbetet med bild i vid mening kan vara både lekfullt, meningsskapande, lärande och problematiskt.
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| 2. |
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| 3. |
- Buhl, Mie, et al.
(författare)
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Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion
- 2024
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Ingår i: Tilde rapportserie. - 1103-8470. ; :Rapport nr. 20 : 3D Digital Modelling in Visual Arts Education, s. 74-85
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Tidskriftsartikel (refereegranskat)abstract
- The final text, “Digital 3D modelling as an expansion of the aesthetic repertoire for image-making practices. Concluding discussion”, is written by the editors. In this contribution, Buhl and Karlsson Häikiö reflect on the results of the project where 3D and sculpting occupy the centre of attention. They reflect on the didactic possibilities afforded by the use of CAD programs and 3D scanning, sculpting and printing, yet also the challenges that arise when manual and haptic modelling skills turn into coding skills when the modelling is digitally produced. Which skills are developed or needed to understand the transformation from manual to digital? This transformation is discussed from societal, cognitive and technological perspectives and with regard to visual arts education. What happens when digital technology enters teaching?
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| 4. |
- Elam, Katarina, et al.
(författare)
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Educating Responsible Citizens; Intercultural Competence and Aesthetic Education
- 2017
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Ingår i: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching.. - : Peter Lang. - 9783631729304
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Bokkapitel (refereegranskat)abstract
- The article is a joint product of researchers working within different disciplines and with different kinds of knowledge interests, but united by a common interest in the question of how aesthetic education can lead to intercultural competence and education of responsible citizens. What characterizes aesthetic education and how can a clarification of pedagogical tools of such education help us clarify intercultural competence as a learning goal? What are the connections between intercultural education and aesthetic education and how can the latter contribute to the former? Our approach to these issues is a practical one. This means that our efforts are focused on a critical investigation of the conditions of the possibility of intercultural education. Our main argument in the article is that the core of intercultural competence is of a particular type, is active rather than passive and open to radically different experiences than our own. Having this starting point, we in the first step identify some tools through which intercultural competence and education can be made possible. The notions of aesthetic education and empathy are among these tools. Identifying these tools, we in the next step connect the identified tools to basic impediments in the way of intercultural education like that of obstacles for intercultural competence to take form like hidden prejudices of educators in order to remove them and clear the way for intercultural education. As a result of these two steps, educators engaged in, and pupils educated by intercultural education, become empowered. They are then enabled to clarify their hidden prejudices and counteract them instead of being steered by them. They also become empathetic and “responsible citizens”.
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| 5. |
- Fabbi, Cristian, et al.
(författare)
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Early Childhood Development and Education in The Kingdom of Eswatini
- 2022
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Ingår i: Global perspectives in Early Childhood Education : Valuing local cultures / McLeod, N., Emem, E. E., Garrison, D., Boyd, D. & Daly, A. (Eds.).. - London : SAGE Publications. - 9781529717822
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Bokkapitel (refereegranskat)abstract
- The Kingdom of Eswatini (formerly known as Swaziland) is a landlocked country in Southern Africa, bordered by Mozambique to its northeast and the Republic of South Africa to its north, west and south (Unwin, 2012). The Kingdom of Eswatini recognises the importance of education in economic and social transformation. This is evidenced by the high priority given to the education sector in terms of overall public spending and the introduction of free primary education (FPE) in 2010, resulting in substantial improvements in access, participation and retention at primary and secondary levels. The overarching policy goal for Eswatini education is to provide high-quality education and lifelong learning opportunities to all citizens in order to support personal development and promote the country’s cultural development, economic growth and global competitiveness (MoET, 2018a). However, the education sector faces a number of unique challenges arising from the context. More than 75 per cent of the school-aged population live in impoverished rural areas, resulting in educational disparities between rural and urban children. Further exacerbating poverty is the high prevalence of HIV which impacts on the teaching labour force. This directly limits the educational opportunities of OVCs and creates additional challenges for the education system, arising from the extra academic, emotional and financial needs of OVCs. In writing this chapter, it is important to note that there is very limited research on the actual educational practice in Eswatini. While one of the authors, Cristian Fabbi was engaged in an intervention project involving Grade 0 in Eswatini in 2016, as part of an international NGO, much of this chapter relies on literature from global agencies such as the World Bank, UNICEF, the United Nations and the World Health Organisation. Where possible, policy documents from Eswatini have been drawn on but still there is a lack of data on the scale, scope and quality of services in relation to early education. This risks obscuring insights into rich cultural early learning practices that occur on a daily basis in the community and at home.
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| 6. |
- Giardiello, Patricia, et al.
(författare)
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A Finnish Perspective of Early Childhood Education
- 2019
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Ingår i: Empowering Early Childhood Educators: International Pedagogies as Provocation. - Oxon England, New York USA : Routledge. - 9781138309647 ; , s. 138-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The distinctive nature of Finnish Early Childhood Education and Care In Finland, as in the other Nordic countries, the concept Early Childhood Education and Care (ECEC) has traditionally been based on influences largely sought through developmental psychology (Rantala 2016; Taguma, Litjens, and Makowiecki 2013). Constructivistic influence has over time developed into a wide range of perspectives, and the social-constructivist approach to knowledge creation has challenged the child's individual learning-oriented, constructivist concept of information, and has raised a more perceptual understanding of learning cultural factors (Karlsson Häikiö, 2017). These paradigmatic changes in the field of early childhood education encompasses changes in the perception of the power relationship between child and adult and the quality of teaching (Hujala, Fonsén & Elo, 2012). Finland as a country is politically situated between the so called east and west. As in most European countries, Finland has strong international roots which offers a wide socio-cultural historical basis for early childhood pedagogy in Finland. From a historical perspective, the most noted influence in early childhood education has come from Germany, through the work of Friedrich Froebel’s principles on children’s growth (Salminen, 2017, p. 135), but also from many other countries in Europe, from Russia, North America, South America, and more recently from Australia and New Zealand. Finland in the main is influenced by Swedish pedagogical theories such as Dialogpedagogik (dialogic pedagogy) (Schyl-Bjurman and Strömberg-Lind, 1976) and Ansvarspedagogik (problem based pedagogy) (Bladsjö et al., 1984). During the 1970s Soviet Union pedagogy was also an influence (for example, Sukhomlinsky, 2016). During the last twenty years or so Finnish educational professionals have developed contacts and projects with colleagues in Baltic countries (Petersson et al., 2016). Also Te Whāriki pedagogy from New Zealand has become known in Finland. As later on described and exemplified in this Chapter, the Reggio Emilia Approach has come to play an important part with its pedagaogical philosophy.
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| 7. |
- Giardiello, Patricia, et al.
(författare)
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Reggio Emilia (with Perspectives from Sweden)
- 2019
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Ingår i: Empowering Early Childhood Educators: International Pedagogies as Provocation. - Oxon England, New York USA : Routledge. - 9781138309647 ; , s. 113-138
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In Italy, the prosperous city of Reggio Emilia has become famous worldwide for its pre- schools and infant -toddler centres, attracting study groups from around the world keen to learn more about the innovative art-based processes that constitutes the Reggio Emilia Approach. We have seen in the other chapters in Part 2 of this book, how different early childhood education and care approaches have developed in response to different social and political agendas. Markedly, the socio-political pedagogical tradition of the Reggio Emilia Approach arose specifically from the municipal socialism of public life in and around the province of Reggio Emilia. Within this context the Reggio Emilia Approach is a form of progressive early childhood education shaped by Loris Malaguzzi, a psychologist and educator influenced by Dewey's model of progressive education, Montessori’s prepared environment, Vygotsky’s social cultural theories and the psychological theories of Piaget, Erikson, Bronfenbrenner, and Bruner (Cagliari et al., 2016; Rinaldi, 2006). At the same time, though, the protagonists of the approach continue to formulate new interpretations and new hypotheses and ideas about learning and teaching through their daily observations and practice of learning along with children (Gandini, 2003). This chapter begins by considering the influences that shaped the development of the Reggio Emilia Approach starting with both a geographical and historical perspective as the two are linked.
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| 8. |
- Giardiello, Patricia, et al.
(författare)
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Wider Issues In Early Childhood Education
- 2019
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Ingår i: Empowering Early Childhood Educators: International Pedagogies as Provocation. - Oxon England, New York USA : Routledge. - 9781138309647 ; , s. 203-222
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter we discuss wider issues affecting childhood and education in the 21st century (in particular England, Finland and Sweden) which is characterised by an increasingly globalised, but also more unstable, world economy and recurring financial crisis. For example, the beginning of 2008 saw the onset of one of the world’s financial crises in modern capitalist history (Reinhart and Rogoff, 2011). Because of this economic downturn the gap between rich and poor families has widened in an alarming number of industrialised countries. For many of these children place of birth determines their rights and opportunities in life (UNICEF, 2014). This chapter focuses on three key aspects of wider contemporary issues that have impacted on global childhoods (as identified by UNICEF, 2016). These are, children’s health and well-being, child poverty and migration. Consequently, firstly, children’s health and well-being is examined in light of damaging UK austerity programme with cuts in services, alongside government priorities on outcomes and testing in early childhood education. Following on, we explore the wider multifaceted range of issues which affect young children’s varying lived experiences in the current political climate. This includes child poverty, children with English as an Additional Language (EAL), inclusion and refugee and immigrant children. Case studies are used to provide different insights and lenses. In doing so the reader will be invited to consider new ways of seeing and considering alternative possibilities within an ethical framework.
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| 9. |
- Hellman, Annika, et al.
(författare)
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A/r/tography in Visual Arts Teacher Training Program Examination
- 2020
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Ingår i: TRACES: Visual Arts Education in Sweden. InSEA ART Education VISUAL Journal IMAG #9. - 2414-3332. ; :9, s. 198-210
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to make visible and discuss the entangled process of student degree project in visual arts teacher education in Sweden. We do this by investigating one student’s visual and textual exam, where learning through artistic work, research exploration and teaching skills (Sw. didactics) merges into the becoming of a visual arts teacher. In a higher educational context, learning subjects often become separated due to the complexity of teacher education, divided in general pedagogically oriented studies, and subject studies. In the example in this article, the student is studying teacher education at one faculty and subject didactics as well as visual arts research methods in another faculty. The separation of learning subjects involves challenges for the students, as the examination process is divided into writing three different exam texts besides the exams of artistic and performative processes. The degree as visual arts teacher is obtained in education, but the studies are also art-based. The empirical material consists of texts and photographs from one student’s master examination paper from 2018. In the selected exam, the student uses a/r/tographic approaches to describe, analyse and discuss the entangled becomings of a visual arts teacher student. In this article, we also present and reflect on the student’s exam in relation to the a/r/tographic methodology. By analysing the entanglements of becoming an artist, a researcher and a teacher (Springgay, Irwin, & Wilson Kind, 2005), we want to highlight the benefits and limitations of merging these three positions and what implications it might have for visual arts education in general. Throughout the final exam portfolio, the student Lisbeth uses animal metaphors, in visual and written forms, for becoming an artist, researcher and teacher. The animal metaphor thus carries ethical and reflective dimensions of becoming a visual arts teacher (Miller, 2015).
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| 10. |
- Hildén, Dan Tommi, et al.
(författare)
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Förtrogen med bild - Visuellt kunniga lärare
- 2024
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Ingår i: Bild och visuell kultur : Undersökande bildundervisning i grundskola och fritidshem. - Lund : Studentlitteratur. - 9789144182889
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet ges en inblick i värdet av att utveckla en visuell förtrogenhet och en medvetenhet om bildämnets innehåll hos lärarstudenten för att skapa autonomi i den blivande lärarrollen. En visuell kunnighet behöver skapas hos den blivande grundläraren för att klara alla utmaningar i bildundervisning med elever i skolan och där utbildningstiden är ett unikt tillfälle att iscensätta och pröva idéer, tekniker och förhållningssätt i en tillåtande och reflekterande miljö. Genom en väl genomtänkt och undersökande bildundervisning i grundlärarutbildningen kan en trygghet och förtrogenhet kring det visuella skapas, något som krävs i den framtida yrkesrollen.
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