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Entangled threads and crafted meanings: Students’ learning for sustainability
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
(English)Manuscript (preprint) (Other academic)
Keywords [en]
Learning, handicraft, recycling clothes, remake pedagogy, mending
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-372975OAI: oai:DiVA.org:uu-372975DiVA, id: diva2:1277224
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-09
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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Citation style
  • apa
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More styles
Language
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  • en-US
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Output format
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  • asciidoc
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