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Instructional work in textile craft: Studies of interaction, embodiment and the making of objects
Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The focus for this thesis is instructions and their role in guiding students’ activities and understandings in the context of textile craft. The empirical material consists of video recordings of courses in textile craft offered as part of teacher education programs. In four empirical studies, instructions directed towards competences in craft are investigated with the ambition to provide praxeological accounts of learning and instruction in domains where bodily dimensions and manual actions are prominent. The studies take an ethnomethodological approach to the study of learning and instruction. In the studies, instructions related to different stages of the making of craft objects are analysed. Study I highlights instructional work related to objects-yet-to-be and the distinction between listening to instructions as part of a lecture and listening to instructions when trying to use them for the purpose of making an object is discussed. Study II and III explore instructions in relation to developing-objects and examine instructions as a collaboration of hands and the intercorporeal dimensions of teaching and learning craft are scrutinised. In Study IV, objects-as-completed are analysed by investigating a certain way of addressing assessment as an educational topic. The manifest character of skills and understandings in craft provide specific conditions for learning and instruction. In craft education, skilled action is not just explained but also shown and established through bodily instructions that make the targeted skills available through bodily understandings of moving and touching. The bodily conduct of students comprises a resource for teachers to assess students’ understanding of the subject matter being taught as the materiality of craft activities reveal the crafters’ understanding of the activity at hand. The thesis demonstrates how skills in craft are made available to students in and through opportunities to see, feel and act in craft-specific ways.

Place, publisher, year, edition, pages
Stockholm: Department of Education in Arts and Professions, Stockholm University , 2012. , 108 p.
Series
Studies in Education in Arts and Professions, 3
Keyword [en]
craft, education, instruction, interaction, ethnomethodology, sloyd, teacher education
National Category
Educational Sciences
Research subject
Educational Sciences in Arts and Professions
Identifiers
URN: urn:nbn:se:su:diva-69529ISBN: 978-91-7447-435-0 (print)OAI: oai:DiVA.org:su-69529DiVA: diva2:477339
Public defence
2012-02-17, Tillbergsalen, Campus Konradsberg, hus T, Rålambsvägen 32, Stockholm, 13:00 (English)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 3: Accepted. Paper 4: Submitted.Available from: 2012-01-26 Created: 2012-01-13 Last updated: 2012-02-01Bibliographically approved
List of papers
1. Questions, instructions, and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education
Open this publication in new window or tab >>Questions, instructions, and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education
2009 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 5, 497-514 p.Article in journal (Refereed) Published
Abstract [en]

This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft educationor more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task.

Keyword
classroom interaction, educational discourse, handicraft education, sloyd
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-59950 (URN)10.1080/00313830903180794 (DOI)000269694800006 ()
Note
authorCount :3Available from: 2011-08-05 Created: 2011-08-02 Last updated: 2017-12-08Bibliographically approved
2. Intercorporeal communication and the making of objects
Open this publication in new window or tab >>Intercorporeal communication and the making of objects
(English)Article in journal (Refereed) Submitted
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-68916 (URN)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2012-01-13Bibliographically approved
3. Instruction-in-interaction: The teaching and learning of a manual skill
Open this publication in new window or tab >>Instruction-in-interaction: The teaching and learning of a manual skill
(English)In: Human Studies, ISSN 0163-8548, E-ISSN 1572-851XArticle in journal (Refereed) Accepted
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-68915 (URN)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2017-12-08Bibliographically approved
4. Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
Open this publication in new window or tab >>Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
(English)Article in journal (Refereed) Submitted
National Category
Social Sciences
Identifiers
urn:nbn:se:su:diva-68917 (URN)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2012-01-13Bibliographically approved

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