2009
DOI: 10.7577/formakademisk.62
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Vad är tillräckligt mjukt? – kulturell socialisering och lärande i skolans slöjdpraktik

Abstract: Utgångspunkten i denna artikel är empiriskt förankrade exempel från den svenska grundskolans slöjdundervisning, årskurs 5. Studien är relaterad till ”Komolärprojektet” (Kommunikation och lärande i slöjdpraktiker) som är finansierat genom det svenska Vetenskaps­rådet. Som hjälpmedel för att skildra hur kulturell socialisering och lärande i skolans slöjdpraktik kan formuleras använder vi oss av videoinspelade klassrums­observa­t­ioner. Fokus för analysarbetet är klassrumskommunikationen å den ena sidan och eleve… Show more

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Cited by 15 publications
(21 citation statements)
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“…When he remarked that whittling with the wooden knife resulted in a lot of dust, I did not assume that he was complaining; he was laughing, but this remark could also mean that whittling with the wooden knife was not effective. This resistance of tool and material was probably what he experienced during his 'dialogue' with both (Illum & Johansson, 2009). The fact that he still continued with the activity tells me about his motivation for whittling.…”
Section: Espen's Discoverymentioning
confidence: 90%
See 1 more Smart Citation
“…When he remarked that whittling with the wooden knife resulted in a lot of dust, I did not assume that he was complaining; he was laughing, but this remark could also mean that whittling with the wooden knife was not effective. This resistance of tool and material was probably what he experienced during his 'dialogue' with both (Illum & Johansson, 2009). The fact that he still continued with the activity tells me about his motivation for whittling.…”
Section: Espen's Discoverymentioning
confidence: 90%
“…In educational settings, this would mean that a teacher's creativity, open-mindedness and attitude towards materials will directly influence which meanings children are able to assign to the materials. The teacher is the one who chooses the materials' qualities, tools and techniques (Illum & Johansson, 2009), and her/his ability to imagine different possibilities delimits the extent of the children's experiences and expressions. As Eisner puts it: "When we decide what will be taught and how it will be taught, we influence, but do not determine, what students will have an opportunity to learn" (Eisner, 2002, p. 72).…”
Section: Experiencementioning
confidence: 99%
“…When comparing the critical aspects to what they are not or should not be, more interaction is needed in order to reach understanding on what they actually should be (cf. Illum & Johansson, 2009).…”
Section: Discussionmentioning
confidence: 99%
“…Different academic disciplines have contributed knowledge about the development of conceptual tools and empirically grounded analyses of particular craft activities (Sennett 2008;Marchand 2010a;O'Connor 2007;Illum and Johansson 2009). In this respect, important results have been obtained against the background of Merleau-Pontian informed research and studies highlighting a wider temporal and cultural understanding of human development in craft professions.…”
Section: Introductionmentioning
confidence: 91%