Finnish craft education in turbulence : Conflicting debates on the current National Core Curriculum

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http://hdl.handle.net/10138/313499

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Kokko , S , Kouhia , A & Kangas , K 2020 , ' Finnish craft education in turbulence : Conflicting debates on the current National Core Curriculum ' , Techne Series: Research in Sloyd Education and Craft Science A , vol. 27 , no. 1 , pp. 1-19 . < https://journals.hioa.no/index.php/techneA/article/view/3562 >

Title: Finnish craft education in turbulence : Conflicting debates on the current National Core Curriculum
Alternative title: Suomen käsityönopetus myllerryksessä
Author: Kokko, Sirpa; Kouhia, Anna; Kangas, Kaiju
Other contributor: University of Helsinki, Helsinki Institute of Sustainability Science (HELSUS)
University of Helsinki, Department of Education
University of Helsinki, Maker@STEAM



Date: 2020-02
Language: eng
Number of pages: 19
Belongs to series: Techne Series: Research in Sloyd Education and Craft Science A
ISSN: 1893-1774
URI: http://hdl.handle.net/10138/313499
Abstract: In this article, we investigated how craft curriculum enacted in 2016 is reflected in the current discussions of the craft stakeholders, that is, the teachers, the government employees, the researchers, and the student teachers. In the curriculum, textile craft and technical craft, previously perceived mainly as separate entities, were conjoined as an approach in which “multiple materials are used, and activities are based on craft expression, design, and technology” (FNBE, 2014). This caused confusion in the field about the goals of craft education. The discussions concerning the undertaking of the new craft curriculum were analysed by document analysis. The data consisted of craft teachers’ professional magazines, curriculum blog, and written statements. Three emerging themes were found to be central: lesson hour distribution, multi-materiality, and technology education. The analysis revealed that there was a shared understanding about the lesson hour distribution not being enough to enable the proper fulfilment of the craft curriculum. Conflicting views were expressed about the implementation of multi-materiality and technology education. In general, the textile craft stakeholders were open to adapt a more multi-material approach to their teaching, seeing it as bringing also new opportunities. Many technical craft teachers believed that multi-materiality is an artificially-constructed concept, and they saw technology education as already being an essential part of technical craft teaching. Obviously, the curriculum reform has caused turbulence that is dividing craft stakeholders and especially the craft teachers.
Subject: 516 Educational sciences
craft education
sloyd
technology education
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