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

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dc.contributor University of Helsinki, Helsinki Institute of Sustainability Science (HELSUS) en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Maker@STEAM en
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 > en
dc.identifier.issn 1893-1774
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.format.extent 19
dc.language.iso eng
dc.relation.ispartof Techne Series: Research in Sloyd Education and Craft Science A
dc.relation.uri https://journals.hioa.no/index.php/techneA/article/view/3562
dc.rights en
dc.subject 516 Educational sciences en
dc.subject craft education en
dc.subject sloyd en
dc.subject technology education en
dc.title Finnish craft education in turbulence : Conflicting debates on the current National Core Curriculum en
dc.title.alternative Suomen käsityönopetus myllerryksessä en
dc.type Article
dc.description.version Peer reviewed
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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