Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lust och olust: elevers erfarenheter i textilslöjd
Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).ORCID iD: 0000-0003-1528-7553
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of the thesis is to investigate and analyse students’ expressions of pleasure and displeasure and how these are manifested in actions in the teaching of textile sloyd in lower secondary education. The study’s focus is on students’ expressions of pleasure and displeasure in social action in the working processes of textile sloyd and on how these expressions can be related to learning. The empirical material consists of observations, video and audio recordings, individual interviews and focus group interviews, where video and audio recordings were used as stimulated recall. In all, 32 lessons in textile sloyd and 49 students aged 14-15 years were observed at four different schools. Theoretically, the thesis is based on Mead’s practical intersubjectivity and on Dewey’s theory of experience-based learning and dependence on emotions and actions. Pleasure and displeasure constitute valuating partial aspects of emotions. Based on a socio-cultural perspective, emotions are regarded as practices which arise from different predispositions’ dependence on the social context. The study’s analytical approach is hermeneutical. Critical incidents regarding students’ expressions of pleasure and displeasure in social action found in observations and video and audio recordings were analysed in terms of Mead’s concept of gestures. The events were combined with what the students describe as critical incidents of pleasure and displeasure in the interviews and focus group talks. The material was then thematised. Several situations were then subjected to deeper analysis based on sociality and a change in perspective and related to different concepts of learning. The result of the thesis shows a tripartite semantic structure where students’ pleasure and displeasure in textile sloyd are mainly based on textile sloyd’s specific educational community, students’ relationship to the sloyd object and their experience of the working process. Social interaction, humour and mutual acknowledgement proved to be of importance for the function of pleasure and displeasure in the students’ working processes. The students’ experience of pleasure and displeasure depended on their control of the work, the characteristics of different craft techniques and their awareness of time. Pleasure and displeasure in textile sloyd found an expression in four overarching emotional practices with decisive importance for the students’ opportunities for learning: the repudiating, insecure, accepting and incorporating emotional practice. The study also provides an insight into how different cultural factors enable a certain scope for pleasure and displeasure. In this connection, social changes in relation to objects are discussed, as are changes in sociality and emotionality. Based on the pair of concepts of authenticity and ephemerality and closeness and intensity, cultural changes are visualised that are conceivably important for the students’ experiences of pleasure and displeasure in textile sloyd.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2015. , 303 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 59
Keyword [en]
school subject sloyd, experience-based learning, practical intersubjectivity, emotional practice, focus group interviews, video recordings, stimulated recall, secondary school
Keyword [sv]
slöjd erfarenhetsbaserat lärande, praktisk intersubjektivitet, emotionell praktik, fokusgruppsamtal, högstadiet, rörlig bild
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-100171ISBN: 978-91-7601-224-6 (print)OAI: oai:DiVA.org:umu-100171DiVA: diva2:790324
Public defence
2015-03-20, Hörsal E, Humanisthuset, Umeå universitet, Umeå, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2015-02-27 Created: 2015-02-24 Last updated: 2015-03-23Bibliographically approved

Open Access in DiVA

fulltext(7951 kB)2649 downloads
File information
File name FULLTEXT01.pdfFile size 7951 kBChecksum SHA-512
c48eb1d6b4f5bc4048fe0956409465af95c4ef9d848f4bc1b54e1d30cfdea7cc38c9b428b7e728e7c622af567e5e8f7bd6be4ebf5ba85c36c75228c287cb15f0
Type fulltextMimetype application/pdf
spikblad(93 kB)79 downloads
File information
File name FULLTEXT02.pdfFile size 93 kBChecksum SHA-512
0f5579790b425ed455a80dfc854da5ece7b94e673698bdae56e5a516435cfade8e142273b947aa143d015b8f4597e2e955ecdb544993717d7c84ff22399fa71c
Type spikbladMimetype application/pdf

Search in DiVA

By author/editor
Westerlund, Stina
By organisation
Department of Creative Studies (Teacher Education)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 2728 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 3722 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf