Increased international attention paid to research-based education has resulted in various national initiatives to exploit research in education. However, this poses challenges for school professionals. Based on an ethnographic single case study in a Swedish educational setting, this article investigates how national policy on research-based education is realized at local school level from the perspective of principals. Theoretically, the study applies a policy enactment understanding, arguing that policy is put into action in original ways in various local settings. Through thematic analysis four interrelated main strategies deployed by the principals were identified: strategies facilitating durable structures, developing learning cultures, developing teachers' competencies, and strengthening leadership. The strategies demonstrate the complexities in policy enactment as it involves multiple embedded local processes and settings. Additionally, the study contributes to an understanding of how different interrelated national policies and initiatives intersect when enacted at school level.
Design and craft education, like that of the Swedish school subject, Sloyd, has great potential for Education for Sustainable Development (ESD). With so many possibilities, it is relevant to investigate what teachers teach about sustainability, and how. Therefore, the aim of this article is to examine what Sloyd teachers express that they do as they educate for sustainability in design and craft education (Grades 3-9). This aim is guided by two research questions: (1) What ESD content is prominent in Sloyd teachers' statements about their teaching? and (2) What expected learning outcomes and teaching strategies become visible in the Sloyd teachers' statements about ESD? Our analysis of the qualitative questionnaires answered by 70 teachers shows that working with design and craft materials is a key factor for the teachers. Specifically, three learning outcomes have been identified: to utilise material, to use sustainable materials and to become a maker with materials. The most common teaching strategies are instructing and advising strategies, where the goal is known beforehand by the teacher. The findings are discussed in relation to the mix of sustainability concepts and different logics that emerge in the teachers' expressions and also in relation to what consequences the findings have for teaching ESD in design and craft education.
This essay is about social aspects of sustainability in sloyd in Swedish compulsory school, against the backdrop that this knowledge area is perceived as difficult to teach by teachers. Drawing on previous research from differing fields, implications for teaching and learning are discussed in relation to students’ emotional experiences and to the role of materials and sloyd artefacts in social interaction. While interaction between the student and the material/artefact is at the core of sloyd, education for social sustainability, as a new challenge, requires new approaches for teaching.
Denna artikels tänkbara svar på frågan varför vi har slöjd i den svenska grundskolan är förankrat i teorier om motstånd (Senneth, 2008) och teorier om kommunikation och ledarskap (Hamre m.fl., 2013). Svaret pekar på en potential knuten till att lärare i slöjd medvetet leder elever till motstånd i slöjdundervisningen och stannar hos dem under motstånd genom att erbjuda både krav och stöd. Utifrån en re-analys av tidigare insamlade videoobservationer beskrivs tre lärare, i olika slöjdgrupper, som förhåller sig på skilda sätt till en av sina elever som möter externt eller skapar internt motstånd i pågående slöjdarbete. Analysen syftar till fördjupad förståelse av hur elevers möte med motstånd uppstår och hur detta kan relateras till lärares förhållningssätt. De tre lärarna har delvis olika sätt att leda undervisning och att erbjuda sina elever mer eller mindre emotionellt stöd, organisatoriskt stöd och stöd för lärandet. Genom sina olika sätt att förhålla sig till, arbeta med och språkliggöra motståndet gör deras elever olika erfarenheter av möten med motstånd i skolslöjd.
Keywords: Motstånd, Emotionellt stöd, Lärande stöd, Organisatoriskt stöd, Didaktiskt ledarskap, Re-analys
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