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Introduction This article investigates developments in the use of genre in Norwegian EFL exam papers for first year upper secondary school during the time period from 1996 to 2011, describing genres rendered in texts for reception (attached text material) and texts for production (task options in the main exam assignment) in the two curriculum periods Reform 94 and the Knowledge Promotion of 2006. Genre-related patterns are identified and compared, and the aspect of multimodality in texts for reception and production in EFL exams is discussed. Material and method Sixteen exam papers from 1996 to 2011 constitute the corpus material of the study. Genres rendered in attached text material are categorized, as well as specified and inferred genre instructions in the chief assignment for text production. The study employs a mixed method combining quantitative and qualitative analyses. Findings The results show significant changes in genres rendered in texts for reception. A few computer-generated genres are observed in the last curriculum period; but no increase in multimodal texts from R94 to LK06 is observed. The range of genres for production remains largely unchanged through the period of investigation, although the distribution among the genres changes. Moreover, genre instructions in text assignments are, to a certain extent, unclear or mixed in both curriculum periods, although more so in R94 than in LK06. Discussion and conclusion Based on these findings the article suggests further investigation and debate concerning genre awareness connected to EFL exams, among education authorities as well as among teachers and students of English.

BACKGROUND - It is almost 50 years since the “new” drug problem appeared in Norway. How have central authorities conceived of the drug problem during these 50 years? On what have relevant policymaking and action been based? How has the government’s conceptions of the drug problem been expressed over the years? DATA - White papers, action plans, bills etc. RESULTS - A review of the main policy documents shows how Norway adopted strict penal measures from the outset, while recognizing at the same time the need to apply an interdisciplinary approach to drug abuse and initiate various support measures for drug users alongside the penal measures. In recent years, there has been an increasing emphasis on seeing drug abuse as a health-related problem rather than one of control. Substance abuse is today perceived more in terms of dependency or as a disease, and harm reduction is increasingly seen as a pivotal aspect of policy. People with drug problems were known until recently as substance abusers, though the preferred term today is “drug dependents”. CONCLUSIONS - As such, one could say, Norway seems to have developed a “schizophrenic” view of the drug problem. On the one hand, the health aspects of drug abuse are increasingly central to thinking, while on the other penalties for drug offenses remain high. This health/penalty loop in turn seems to prevent the government from softening its stance on penalties - even if such a move were considered appropriate.

Nordic conference in eighteenth-century studies, Uppsala 12-14 October 2017

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

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Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes (paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much students like a text) and item format characteristics (multiple choice versus constructed response items). All analyses are based on data of Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a general mode effect between the paper-based and digital assessment for constructed response items. This effect seems to be less strong in boys, indicating that boys may be motivated to type responses on a keyboard as opposed to writing with a pen on paper. For text features, we found that boys might be disengaged from reading when the text shows female characteristics such as a female protagonist, leading to boys’ lack of interest and, subsequently, to lower scores. The results are discussed in the light of the test design of PIRLS and ePIRLS.

“From daddy’s obedient Henric”: Pedagogical perspectives on educational travel of the early 1800s. This article analyses educational travel in the early 1800s from the perspective of its educational heritage and praxis. The aim is to develop an understanding of the pedagogical significance of educational travel. The article makes clear how upbringing and education are represented in the framework of travel narratives in pre-industrial landscapes. The argument is based on the influence of the mercantile class on educational travel and the informal effect of these trips on changes in pedagogical thinking. The travel letters of Johan Henrik Munktell from 1828 to 1830 are used as primary sources. Using Paul Ricoeur’s memory-critical hermeneutics, travel narratives become significant sources for how education is arranged, and immanent pedagogy is a key term. The results demonstrate that the individualisation process works together with forms of crypto-learning, the core of the personal development vision, and society’s long-term memory.

This paper explores the Norwegian stateʼs integration into the global web of neoliberal economic relations, a largely neglected dimension of contemporary Norwegian history. It argues that since the 1980s, restrictions in the domestic market have generated problems of overaccumulation within key state-controlled sectors of the Norwegian economy, and that the state has met these crisis tendencies by developing what Harvey calls ‘spatial fixesʼ. On the one hand, the state has set in motion a comprehensive process of internationalization of state-owned enterprises that have exhausted the limits to expansion within the domestic market. On the other hand, it has built up the worldʼs largest sovereign wealth fund by channeling surplus petroleum profits into rent extraction in global financial markets. These spatial fixes provide the backbone of what the paper calls the neoliberalization of the Norwegian welfare state: By turning public companies and investment funds into internationally oriented profit-maximizing entities, the state has externalized a significant share of its productive and extractive activities beyond territorial boundaries and thus become thoroughly integrated into the neoliberal world economy – all the while maintaining a relatively strong system of public ownership and social redistribution within its national borders. Seen from a global vantage point, the relative persistence of social democratic institutions within territorial borders has become increasingly dependent on – and thus combined with – more aggressive processes of neoliberalization elsewhere.

Sewing Pouch on the Run: Lenngren, Text Reuse, and Recontextualizations This article is tracing a newspaper poem, originally published in 1795 in the section for lost and found, and reprinted repeatedly in newspapers in the nineteenth and early twentieth century. The poem describes a girl who has lost a pouch with her sewing kit on a walk through Stockholm. The one who returns it is promised two sugar breads and a kiss as a reward. It was published anonymously but Anna Maria Lenngren was later identified as the author. Following the poem from paper to paper reveals a network of text reuse where texts were borrowed, edited and recontextualized. Several papers all around Sweden published the verse as an anonymous advertisement from 1837 to 1868. Yet, among other things, the editors also changed the place name mentioned in the poem to make it seem as if it was written by a local girl. Another version of the text was widely circulated in papers from 1887 to 1917. This version was truer to the original wording of the poem, but it was published along with an anecdote identifying Lenngren herself as the girl in the text, making it part of her own marriage proposal. This time the poem was placed in the section for humorous titbits, among gossip and funny stories. The different versions of the poem illustrate how newspapers could function as a medium for literature in the nineteenth century. The practice of text reuse had the potential of maximizing the readership but could also mean that authors lost control over their words. When poems became “fugitive verses” in the network of newspapers, they entered a fluid state where authorships were destabilized and texts were recontextualized to fit on the newspaper page.

Education has responded to global Sustainable Development (SD) goals by drawing on a range of issue-related, context-based, and cross-curricular approaches to teaching SD. This paper aims to examine how teachers describe the content in SD and how they justify this content concerning their teaching practice. The Pedagogical Content Knowledge (PCK) framework, with its reflective tool Content Representation (CoRe), was used in combination with semi-structured interviews to capture 18 Swedish upper-secondary science teachers’ reflections. The results indicate four themes of content that the teachers emphasise: energy and global warming, ecosystem services and biodiversity, presence of harmful substances and materials in nature, and imbalance of natural substances in nature. The teachers justified these content themes in terms of the importance of students’ gaining different perspectives (local, global, ecological, social, and economic), belief in the future, action competence, and general scientific education. The paper contributes to sustainability education research, as it focuses on teaching sustainability in the light of the PCK framework. Also, it can support and inspire teachers when they decide what content to include when teaching SD.

Exams have a powerful role in higher education typically in the form of summative assessment, where the goal is to evaluate student learning at the end of the course; to test whether the students have achieved the learning objectives. Beyond representing a final activity in the course, exams have a role in giving students exam-relevant problems to solve, and to communicate a set of standards. It can be argued that this problem-solving activity contributes to learning and will make the students better equipped to perform well on the final exam. From the teacher’s perspective, the designing of exams represents a task creating specific awareness to the course content and student capabilities. In this paper, focus is on student activity and in-depth learning, where we investigate a potential to use exams more actively in learning activities prior to the summative assessment. A way suggested in this paper and tested for a reliability analysis (probability and statistics oriented) course, is to have the students design on their own an exam set with solutions, preferably in groups. The students have access to supervision and are given feedback on their product. There is a rationale that this activity may add motivation, and results indicate a positive learning benefit from the initiative, which is also supported by feedback collected from the students in the course evaluation. Main feedback being that it makes them see problems from different perspectives and taking a more active role. Besides, the format to work together with other students on solving a low-stake but value-adding task without direct influence on their grade was appreciated. The way allows for creative thinking and reflection. It extends the traditional use of exams and represents a way in line with problem-based learning thinking.

In 2021, I was asked to give a keynote address at the inaugural symposium of the Swedish national research school, CuEEd-LL – Culturally Empowering Education through Language and Literature, which was to take place in March 2022. I decided to focus my talk on my teaching journey. This paper builds on this keynote and includes my reflections on why and how I teach literature at Rhodes University, a culturally diverse institution. My teaching journey can be described as an unending learning expedition – a journey that has been challenging yet rewarding and continues to enrich me as a Black African female academic in South Africa. In this paper, I draw freely from the elements of a play by dividing my discussion into four parts. I begin with the prologue, which lays out the structure of the paper. Act I is a summary of my teaching journey, where I briefly contextualise higher education in the world, South Africa and Rhodes University before interrogating the role of literature studies in Africa in general and South Africa in particular. Act II contains a discussion of the different theories that inform my teaching philosophy, and the epilogue concludes my teaching journey.

This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.

Embodiment and bodily experiences are vital parts of communication and learning in the early years. Children are believed to develop their thinking processes and language skills through sensory and motor experiences in early childhood education while they show, touch, mimic, and think by doing; in other words, they are learning by doing. In this paper, embodied and playful learning activities are explored through a translanguaging approach. The embodiment experiences in education can be understood as modalities of learning; this especially concerns play. Thus, the pedagogical scaffolding of these modalities by teachers can be analysed through a translanguaging approach. In Finnish early childhood education, there is a whole-child approach that considers children to be active agents in learning. Moreover, recognizing the whole child and viewing their development from social, physical, and mental perspectives have been rooted very strongly in pedagogical philosophy and practices in ECEC Finland through the playful learning approach. In this paper, we emphasize the expression of children’s embodiment and non-verbal communication when combined with spoken verbal languages and fantasy animal languages using a translanguaging approach. We focus on children’s translanguaging practices and embodied expressions. Embodiment in learning practices is essential for children in their sensory-motor or pre-perational phase of development because they show, touch, mimic, and think through an active approach. The Finnish early childhood education and care (ECEC) is known for the EduCare approach. Children are considered active agents and the whole child approach is considered the basis of educational activities and interaction (Kangas, Ojala & Venninen, 2015). Recognition of the whole child and viewing the development through social, physical, and mental aspects have been rooted very strongly in pedagogical philosophy and practices in ECEC Finland through the playful learning approach (Kangas & al. 2019). In this paper we emphasize the importance of the visual environment, design learning process, and expression of young children’s embodiment in learning in the early childhood education context. In this study we focus on 2-3 years old toddlers' visual and kinesthetic expressions of bodily learning and embodiment. Bodily learning means active learning experiences that early childhood education should include within everyday interaction and learning environment. Embodiment in learning practices is essential for children in the senso-motor or pre-operational phase of development because children show, touch, mimic and think by doing. In other words, they are learning by doing (Dewey 1916; Leinonen & Sintonen, 2014). The research questions are: 1) How do the learning materials scaffold children’s participation and meaning making? 2) How are the embodiment and active learning used as a tool for communication and interaction between children and teachers? We understand embodiment learning as visual and bodily expressions of agency, participation, and learning. These aspects are understood as modalities of interaction, language, and communication. With young children it has been shown that translanguaging takes place through movement, gestures, expressions, and emotions as well as a spoken language(s) (Leinonen & Sintonen, 2014). The study was conducted as video observation of learning design of two kindergarten groups with one teacher and 6 to 7 children in each. The study takes place in the Playful Learning Center (PLC). The PLC is a learning laboratory in University of Helsinki, that is specially designed to scaffold young children's visual and kinesthetic exploration and expression through play and playful activities (Sefton-Green et al. 2015). The observation data were analysed through content analysis using researchers’ triangulation to discuss the visual communication and embodiment themes.

This paper starts from a two-fold observation: firstly, that attention rests at the core of our environmental challenges; and secondly, that by becoming (more) attentive to the modified, transformed, and controlled urban environments in which we dwell, we may be better equipped to attend to these challenges. The paper therefore develops and introduces “an urban attention ecology” that seeks to expand our ability to attend to urban form in ways that open possibilities to critically address and creatively negotiate the ways in which cities are built and inhabited. The potentials and challenges of the urban attention ecology are thought through in a practice-based account of a broad range of critical spatial practices centring around the theme of degrowth. These practices took the form of performances, installations, and other artistic projects that the author gathered, developed and presented as curator of the Oslo Architecture Triennale 2019. Cover photo: The Factory of the Future at the Norwegian Centre for Design and Architecture. OAT / Istvan Virag.

This paper discusses the concept of compassion fatigue in light of the importance that political decisions, especially the application of the concept of public spirit, have had on care and nursing in a Danish hospital context during the COVID-19 pandemic. The paper is based on recent research literature in the field as well as the author’s own participatory observation study. The paper suggests that nurses already show a sense of public spirit due to their authorization and professional ethics, but at the same time they must balance the ambiguity of nursing care. A linguistic-philosophical study of public spirit shows that the concept can have a discursive, double-binding and interpellative effect on nurses, who may therefore have an experience of inadequacy and compassion fatigue. In this context, compassion fatigue must be understood as the fact that nurses cannot provide the care they want or that is expected of them. Public spirit can be said to have had a renaissance and linguistic and moral supremacy during the COVID-19 pandemic. The paper views the concept of waywardness1 as a possible response for how to prevent or completely avoid compassion fatigue, so that nurses instead have an experience of compassion / self-compassion. This could in the end be important for encouraging more nursing students and nurses who have the desire and opportunity to stay in the profession. Keywords: Nursing care, compassion fatigue, public spirit, compassion, COVID-19 pandemic

This paper sheds light on how aesthetic judgments govern actions in education for design literacy and sustainability behaviours. Educational material is examined by asking: (1) What meanings regarding becoming a sustainable consumer are made available to students in the educational material? (2) How are these narratives communicated to change students’ behaviours? The material in question consists of 17 design projects intended to be used in the Swedish school subject, Educational Sloyd. Using a practical epistemological analysis, two ways of becoming a sustainable consumer are identified: to have fun and to feel clever. The paper also shows how social marketing is used as a strategy in communicating how to change student behaviours. In the discussion, we turn to design literacy research to discuss the results from an educational perspective.

This paper provides a short introduction to fanfiction as an example of Le Guin’s Carrier Bag Theory of Fiction. Through the analysis of the fanfiction drabble, this paper gives an initial outline of a methodology for the carrier bag theory, showing how the process of writing is supported by the community that surrounds fanfiction. As such, the writing and publishing of fanfiction can be seen as exemplary of a democratic, bottom-up method for creating the other stories, or life stories, in Le Guin’s and Haraway’s sense.

This article examines sandboxing as a collaborative storytelling method by turning the sandbox into a place of collaborative storytelling to break open existing narratives and create new and different stories. The paper describes the method itself and the steps to be taken for using sandboxing. While simple in its setting, the process creates the foundation for a collective understanding of complex challenges. The second part of the paper analyses the final setting of a sandbox session on collaborative future-making. The analysis shows the need to connect and fuse apparent binaries and opposites, both in individuals and society at large. While the binary mostly relates to humans and gender characteristics, the division and splitting apart of entities into smaller, countable, and definable parts has been and still is part of an ongoing process in Western culture. Material storytelling in the form of sandboxing plays a small, but important role in recreating the idea of wholeness and community.

The exegesis of biblical texts is usually a manual task. However, in computational linguistics, automated and artificial-intelligence-based methods are an emerging trend. This paper discusses possible intersections between computer-based natural language processing, analysis of narrative and literary texts, and narrative exegesis of biblical texts and in particular network-based methods. The problem with applying narrative criticism is its variety. The approaches differ slightly, not only due to the different original languages between OT and NT, but also between different literary approaches and schools in different countries. However, narrative approaches are a bridge to digital and network-based methods used in the humanities and computer linguistics. Thus, this paper provides an overview of already established methods and discusses a critical evaluation of possible synergies towards linked data, social network analysis, and knowledge graph approaches. Despite limitations regarding data management and accessibility several methods could be suitable for interdisciplinary research: The detection of time and space, sentiment analysis and the integration of social network analysis into narrative exegesis. Besides, the discussion with computer linguistics may give new perspectives for narrative exegesis.

It has recently been suggested that personalized advertising is often more an affront to a person's autonomy and thus more morally worrisome than its generic counterpart precisely because it involves or takes advantage of such personalization. This paper argues that central reasons that have been forwarded to support this claim are unpersuasive and that generic and personalized advertising should therefore be treated as morally on par in terms of their potential to undermine consumer autonomy. The paper then suggests that, if this is true, it presses scholars who wish to maintain there to be a moral asymmetry between personalized and generic advertising in terms of their effect on consumer autonomy to choose between three argumentative avenues, but that none of these is likely to be particularly attractive for a defender of the asymmetry.

Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.

With this paper we explore and discuss the priorities of and possible goal conflicts between authenticity and climate change in heritage gardens. How can climate change mitigation, adaptation, resilience, and cultural heritage conservation be combined in heritage gardens? Our study was guided by the following research question: How do gardeners negotiate climate change and authenticity in heritage gardens? From Rachel Carson's Silent Spring in the 1960s through to the 2002 report Gardening in the Global Greenhouse and the recent Gardening in a Changing World in 2022 mankind's impact on the environ­ment and the emerging climate change has been the focus of increasing attention. By invest­i­gat­ing and interviewing multiple gardeners our objective was to pinpoint common challenges, as well as what can be learned from one another within the field of gardening and heritage conservation. The case study method was adopted for this study, involving three head gardeners in the United Kingdom. Interviews were conducted with Joseph Atkin at Aberglasney Gardens, Claire Greenslade at Hestercombe Gardens, and Steve Lannin at Iford Manor about their expertise and knowledge. The gardeners expressed concern re­garding climate change and the challenges it poses. The interviewees shared their experience with drought, reduced use of pesticides and herbicides, and the peat legislation in relation to their role as head gardeners. We argue that authenticity and the traditional gardening practised before the advent of power tools, plastic, peat issues, and uninformed transportation can be part of the solution to loss of bio­diversity and climate change. This paper identifies some of the obstacles encountered in relation to negotiating questions of authenticity and climate change in heritage gardens.

This paper details practice-based research exploring new creative possibilities involving the ceramic extru­sion process. The paper begins by providing a short overview of the extrusion technique, its cha­rac­teristics and some contextual coverage of the process. The paper then describes how both tacit know­ledge and theoretical material understanding have been used to overcome technical challenges through ite­ra­tive research cycles and how, ultimately, the aesthetic qualities of the extrusion process have been used to develop a body of creative work. A key theme of the research is how digital fabrication tech­no­log­ies can be used in toolmaking scenarios to deliver innovation with a process that has long been used in craft ceramics but has remained somewhat underutilised.

Nålbinding is the collective name for several thousands of stitches formed using yarn and a needle to create a fabric. A nålbound fabric consists of a stitch or a row of loops that is connected to or sewn in the previous row. Only a handful of connections have been documented and described. This paper analyses around 150 swatches made by the author with the purpose of exploring how many types of connections there are and the how different connections change the texture of the fabric using the same basic nålbound stitch. As the number of possibilities identified was greater than expected, this paper also describes a notation system that will make it possible to analyse and compare the different connections. The notation is designed from a crafter’s point of view, describing how the connections are made. This will make it possible both to better describe existing connections and to create new nålbound stitches and textures.

This paper presents a hybrid model of teaching and learning that proposes new possibilities for exchang­ing tangible and intangible cross-cultural knowledge in textile craft education. The paper aims to demonstrate how online platforms can be used creatively to disseminate traditional craft knowledge and skills in new ways. The discussion centres on a unique virtual global studio between fashion and textile undergraduate students at the University of Technology Sydney and on an artisanal woodblock print studio, Tharangini, based in Bengaluru (Bangalore), India. The hybrid workshop was an adaptation of the studio in response to travel restrictions caused by the pandemic. The author argues that while the internet cannot replace the immersive cultural experience of studying in another country, digital platforms have a place alongside teaching to offer otherwise impossible opportunities. This paper explores a methodology for disseminating craft knowledge and skills across cultures through a combination of online and in-house practicum. Classes were structured around weekly Zoom sessions with Director Padmini Govind, where sustainable approaches to print production were disseminated through a suite of commissioned films and hand-carved woodblocks to explore on campus. The results show how this unique adaptation allowed students to interact with the artisan craft of woodblock printing in rich and varied ways, and it proposes that this novel hybrid model can be creatively adapted to future craft education in the 2020s.

In recent years, 360° video cameras have become increasingly accessible and are now being used as valuable research tools across a range of disciplines. Their wide and flexible field of vision can provide immersive and/or alternative perspectives compared to standard video. This paper will present emerging findings from using a 360° video camera to capture natural dye craft practice from an auto-ethnographic perspective and as an observer of other dyers’ practice during fieldwork visits. The 360° video data forms part of my doctoral study, in which I explore the embodied interactions between people, plants and materials that connect practitioners to their surroundings, linking them to other species and ecologies. The varied nature of the actions and processes that form the craft practice (e.g. foraging, tending, harvesting, mordanting, dyeing), and the different places and spaces in which these actions occur, presented a practical and observational challenge when trying to record the practice in a video format. Using a 360° camera proved to be a flexible, data-rich and engaging method for recording the craft. The ability to ‘move’ around and explore different perspectives from within the video after it was recorded was especially valuable, allowing a shift in the focus of the recording and presenting the opportunity to actively centre or decentre plants, people and materials. In this paper, I will reflect on my experiences recording and working with 360° video data and discuss some of the limitations and possible benefits of using this equipment in a craft research setting.

This paper focuses on the doing of gardens and explores how amateur gardeners relate to gardening craft in their everyday garden practices. Based on qualitative empirical work, this paper discusses how different craft methods and caring practices are employed as memory work and as a means to connect to, and create, the garden as a socio-ecological place. Based on the gardeners’ narratives, the garden is discussed as a web of self and a place where the meeting between the gardener and the more-than-human are central incentives to gardening. Gardening is an active place-making that goes beyond modifying the materiality of place. Rather, garden craft is narrated as reflecting the gardeners’ underlying relationship to and understanding of plants, soil and animals. It is the means through which gardeners connect in an embodied way to ‘the nature’ of the garden. Garden craft is proposed as an art that is passed on between generations. Gardening craft can be improved by an increased understanding of the temporality of the garden and by developing a sensitivity towards the complex socio-ecological relationships that shape a place. It is concluded that garden craft is understood as central not only to how the garden is constructed as a place but also to how the gardener relates to the garden as affecting, and being affected by, the current environmental crisis.

Visual material in the form of video, still images or drawings can show parts of embodied learning that text cannot. Research ethics requirements pose a challenge in terms of making younger students’ multimodal learning visible, as the informants need to be anonymized, and this raises the challenge of how important information, such as gaze and facial expressions, can be shown. The ethical requirements exist to protect underage students, and to contribute with a scientific basis for teaching, practical and feasible methods are needed in which the students’ communication can be illustrated while ensuring their protection. This paper explores how empirical data from studies involving younger students can be presented so that learning can be visualized while respecting ethical guidelines. The reasoning regarding the methods presented in the paper can also be useful overall for the anonymization of visual ethnography studies, in which the interest is to present empirical data from video recordings so that embodied learning can be made visible.

This paper contributes to the understanding of how critical reflection can be applied to sustainability. This was accomplished by tracing the progression of a tiny-house project over time and the associated activities, which involved sourcing secondhand and discarded materials. We are a group of researchers and practitioners who worked together to explore and challenge the established norms of sustainability in housing practices: who is building, what is being built, with what materials, and through which processes. The use of discarded materials as resources for building a tiny house came to be decisive in shaping a platform for inclusion and sustainable practices. While the most common practice of building involves buying the materials needed at a lumber yard, working with discarded and secondhand materials requires time and flexibility. Tools play a central role in adapting random waste to specific purposes, a process that also demands skills in handling tools creatively. Additionally, gathering, organizing, and cleaning are activities that should be given special attention when working with these types of materials. In this paper, we explain how we reinjected waste materials into the production chain and how our work contributes to sustainable development from environmental and social perspectives. The argument for sustainability in our research revolves around exploring processes that include more groups in society and alternative ways of organizing the resources available.

Traditional boatbuilding today is a fading craft, raising questions of not only how to preserve this craft and reconstruct and transmit the knowledge and skills related to it to future generations but also, considering new technologies and available materials, why its preservation and perpetuation are important. Answering these questions requires a valorisation framework for the traditional boatbuilding craft and its methods of construction, considering the fact that traditional boatbuilding is the essence of modern shipbuilding and inextricably linked to the development and transmission of knowledge in city making too. To help create this framework, this paper addresses two distinct ways of thinking involved in making boats: one tied to boats made from already existing models or designs and the other to boats created ex nihilo with the help of sesto and garbo tools. Through a historical and theoretical examination and by building on the empirical case study of traditional boatbuilding in wood in the Mediterranean, this paper explores the concept of constructing boats ex nihilo in the technical, socio-economic, and spatial sense, shedding the light on the creativity inherent in shipbuilding and its implications. This paper will contribute to understanding how knowledge transmission in traditional boatbuilding has progressed and the role this knowledge model can play in shipbuilding development, offering a valuable resource also for those interested in development and transmission of alternative models of knowledge production.

The purpose of this paper is to understand how collaborative making is used as not only a means of production, but an exercise in storytelling. Through dialogue between craftspeople, skills are developed, shared, and maintained. Craft practice is communicated, and memories are preserved. This paper explores how, through a case study of producing an artefact from start to finish, collaborative making leads to creating more than just an object, but also a connection between all involved. ‘Watch’ is part of a wider doctoral study in which nine artefacts were made from collected stories of lost love and then through encounters with several craftspeople. The paper considers the relationships between crafts­people and how we work together to develop hybrid skills by utilising traditional practice to create new ways of crafting.

This paper discusses material-based creative processes in the context of higher education. The focus is on the ethical aspects related to material considerations during the iterative phases of personal projects. We explore how personal feelings and an embodied understanding of the material world influence decisions on how and why we engage with different materials during creative processes. Recent trends in material-based research aim to explore the relationships between humans and materials, examining them as equal members in research and thus challenging the top-down perception of materials as mere resources for human needs. However, this kind of approach to research and material-based creative practices requires ethical considerations that reach not only the human but also the non-human world. In this paper, we open this discussion by examining design students’ creative processes, which unfold an understanding of ethics in relation to non-humans. We build on data consisting of documentation, reflections and outcomes derived from the creative processes of four MA-level students and discuss a number of complementing ethical guidelines for art, culture and earth systems. The paper uses ‘ethically disturbing moments’ as an analytical tool for looking into students’ material choices in their creative processes. The four selected processes open up a personal connection to materials that results in ethical considerations during the creative practice and thus reveal the need for discussing material-focused ethics in the context of craft, design and art education. Personal aspects related to materials are discussed as embodied understanding and are seen to affect the ethics of engaging with materials.

Food and meals in early childhood education and care (ECEC) settings play a vital role in health promotion and sustainable development because they constitute a significant part of the children’s total diet and considerably influence their eating habits and preferences. This paper aims to find and identify traces of sustainability in food practices in a Norwegian kindergarten by analyzing each of the four dimensions of sustainability relevant to ECEC: ecological, economic, and social/cultural sustainability, and good governance. Primary data sources for this paper include interviews with kindergarten staff, supplemented with non-participatory observation during mealtime. By looking into how this kindergarten integrated sustainability thinking into their practices and organizational structures—from designing a menu to managing a meal and incorporating children’s voices in the process—this study shows that purposefully designed food provision may promote sustainability in ECEC. In addition, it draws our attention to how the kindergarten environment can serve as an arena for children to act as change agents for sustainable food practices in kindergarten settings and beyond.

This paper studies the depiction of geography within juvenile periodicals in colonial Bengal, an important aspect of constructive leisure reading in the history of Bengali juvenile literature. The Bengali literati were gradually recognizing the need to raise the awareness of native children about their own nation and its spatial markers, an important requisite within nationalist visions. Factual articles on physical geographies and inspiring accounts of brave men traversing uncharted territories or surviving extreme oddities were included in these periodicals. At the same time, the natural treasures of the country were elaborately portrayed, allegorically linking them to the trope of the ‘motherland’ and invoking strong patriotic sentiments. Equal importance was given to local or regional cultural geographies that unearthed alternative territorial discourses, thereby challenging imperialist hegemony. In light of Said’s concept of ‘imaginative geographies’, this paper thus seeks to understand this creation of important alternate discourses on colonial geography and modernity within Bengali juvenile periodicals. While championing the cause of a scientific geographical epistemology in lieu of archaic ones, these periodicals simultaneously engaged in selectively appropriating a domain to serve nationalist ends by promoting indigeneity and forging notions of nationhood.

Introduction: Cardiac rehabilitation is an interdisciplinary treatment in which the physiotherapist has a central role. The aim of this paper is to describe the organization of cardiac rehabilitation in Norway and to summarize the evidence with a focus on the role of the physiotherapist. Main part: A description of the phases of cardiac rehabilitation in Norway is presented. The focus is kept on the two major dominant patient groups: coronary heart disease and chronic heart failure. Additionally, the paper presents knowledge and experiences from other patient groups referred to cardiac rehabilitation. Conclusion: The physiotherapist is essential in the interdisciplinary team and is often the one following the patients over time. There is no doubt that exercise is a cornerstone of cardiac rehabilitation. However, cardiac rehabilitation is more than exercise, and the physiotherapist should have knowledge of various diagnoses to provide evidence-based follow-up.