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

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dc.contributor.author Kokko, Sirpa
dc.contributor.author Kouhia, Anna
dc.contributor.author Kangas, Kaiju
dc.date.accessioned 2020-03-21T07:24:01Z
dc.date.available 2020-03-21T07:24:01Z
dc.date.issued 2020-02
dc.identifier.citation 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 >
dc.identifier.other PURE: 132798743
dc.identifier.other PURE UUID: f88f8d6f-9938-413e-a49b-db6cb0723fe9
dc.identifier.other ORCID: /0000-0001-7484-3543/work/70950431
dc.identifier.other ORCID: /0000-0001-9568-5310/work/70953585
dc.identifier.other ORCID: /0000-0002-5901-0153/work/83435721
dc.identifier.uri http://hdl.handle.net/10138/313499
dc.description.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. fi
dc.description.abstract In this article, we investigated how craft curriculum enacted in 2016 was reflected in the current discussions of the stakeholders, that is, the craft teachers, the craft student teachers, the craft teacher educators, and the government employees. 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 and arrangements of craft education. The data consisted of craft teachers’ professional magazines, curriculum blog, and written statements. The discussions concerning the undertaking of the new craft curriculum were analysed by document analysis. Three emerging themes were found to be central in the debates: 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, many textile craft stakeholders were open to adapt a more multi-material approach, seeing it as bringing new opportunities to craft education. Many technical craft stakeholders believed that multi-materiality is an artificially-constructed concept, and they saw technology education as already being an essential part of technical craft teaching. Consequently, the curriculum reform has caused turbulence that is dividing the craft stakeholders and especially the craft teachers. en
dc.format.extent 19
dc.language.iso eng
dc.relation.ispartof Techne Series: Research in Sloyd Education and Craft Science A
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject craft education
dc.subject sloyd
dc.subject technology education
dc.title Finnish craft education in turbulence : Conflicting debates on the current National Core Curriculum en
dc.title.alternative Suomen käsityönopetus myllerryksessä fi
dc.type Article
dc.contributor.organization Helsinki Institute of Sustainability Science (HELSUS)
dc.contributor.organization Maker@STEAM
dc.contributor.organization Maker culture, Design learning and Technology (MaDe)
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1893-1774
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.identifier.url https://journals.hioa.no/index.php/techneA/article/view/3562

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