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Recycling, crafting and learning: an empirical analysis of how students learn with garments and textile refuse in a school remake project
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Univ Skovde, Sch Hlth & Educ, Skovde, Sweden.
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 6, p. 775-790Article in journal (Refereed) Published
Abstract [en]

Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sloyd, as a case. Practical epistemological analysis and the concept of transactant are used to analyse and be attentive to the learning process. The findings show how students transact with the idea of a product, the material's capabilities and the remake techniques. Further, the transactants show what participates and makes the learning process turn in specific directions, which is further discussed in the paper. Based on this empirical research, we may increase our understandings of how the learning processes is made in the remake project, and that knowledge can help us understand, and thus improve the quality of remake projects in relation to the environmental and sustainability aims.

Place, publisher, year, edition, pages
2018. Vol. 24, no 6, p. 775-790
Keywords [en]
Recycling, remake, learning, arts and crafts, transactant
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-354263DOI: 10.1080/13504622.2017.1338672ISI: 000430846200001OAI: oai:DiVA.org:uu-354263DiVA, id: diva2:1228758
Available from: 2018-06-28 Created: 2018-06-28 Last updated: 2019-01-09Bibliographically approved
In thesis
1. Crafting Sustainable Development: Studies of Teaching and Learning Craft in Environmental and Sustainability Education
Open this publication in new window or tab >>Crafting Sustainable Development: Studies of Teaching and Learning Craft in Environmental and Sustainability Education
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the thesis is to contribute with new and deepened knowledge about the teaching and learning of craft when the crafting activity is considered as environmental and sustainability education (ESE). To achieve this, three objectives have been formulated: to examine what constitutes a craft subject content relevant for ESE, to examine what influences the learning process when the crafting activity is considered as ESE, and to examine how the crafting material participates in the learning process when the crafting activity is considered as ESE. The three research objectives are addressed by four studies: one literature study (Paper I) and three case studies where the empirical data is constructed through observations (video recordings) of a remake project (Papers II and IV) and an embroidery project (Paper III) in the craft subject ‘educational sloyd’ in Sweden. The main theories that the thesis draws on are Tim Ingold’s theory of making as a practice of correspondence and John Dewey’s transactional approach to meaning-making. Several methods that acknowledge learning in action are used, which makes it possible to explore how the student–material relations emerge and how both humans and more-than-humans participate in the learning activity. The findings show that a craft activity, for example a remake project, can have different purposes and pedagogies, which produce different learning experiences and sustainability outcomes. Further, I identify and distinguish a process content from a product content, which deepens our understanding of what students learn when the crafting activity is considered as ESE. By focusing on how the student–material relations emerge in the learning process – with concepts that I use and develop such as correspondence, stories, and transactant – I empirically show how the crafting material not only participates with its materiality but also creates the embodied stories that students recognise when they encounter the crafting material in the crafting activity. How humans learn in socio-material relations and what consequences these have for ESE are two key issues that are further discussed when the crafting activity is considered as ESE. 

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2019. p. 92
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 15
Keywords
Environmental and sustainability education, teaching and learning craft, remake pedagogy, recycling, student-material correspondences, transactant
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-372981 (URN)978-91-513-0552-3 (ISBN)
Public defence
2019-03-01, Eva Netzelius, Blåsenhus, von Kraemers Allé 1, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2019-02-06 Created: 2019-01-09 Last updated: 2019-02-18

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Hofverberg, Hanna

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