The focus of this article is on the concept of sustainable development in relation to sloyd education, or handicraft-based education. The purpose of this study is to search for knowledge about how sustainable development can be used in teaching sloyd. In the study, a modified model is introduced as a frame of reference. The model includes economic, technological, social and cultural sustainability as well as perspectives of values, knowledge, skills and ecological methods. The empirical data consists of shaped figures in clay which symbolize sustainability in relation to craft. Based on aesthetic learning processes and through semiotic analysis, the study shows how the model can help to implement sustainable development in learning about sloyd and be used as a useful didactic tool in sloyd education.
This article explores how sustainability and sloyd (crafting in soft and hard materials) are expressed in contemporary Finnish early childhood education and care (ECEC). It critically examines national policy documents and core curriculum in the light of contemporary research on sustainability and sloyd education in the early years. Methodologically, the study builds on a bricolage from which policy and curriculum are contrasted against empirical research materials consisting of visual narratives from sloyd practices in a day-care setting. The article makes visible how the narratives of sustainability and sloyd in Finnish ECEC challenge teachers to provide children with rich learning opportunities within a relational ontology that has the potential to promote sustainability in times of planetary emergency.
The purpose of this article is to clarify how Sloyd [craft] knowledge can be related to sustainable development. More precisely, the aim is to describe material- and immaterial resources for learning in sloyd activities in relation to materially and action-based sustainability. Sloyd is presented as goals and means for sustainable development and formulations in the syllabus for sloyd and the UN's global goals are highlighted on the basis of sustainability aspects. Production, consumption and well-being are discussed as part of sloyd education, home environment and leisure, as well as Sloyd's limitations and opportunities as a knowledge contribution for the future.
In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils’ unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers’ didactic management of sloyd class.
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Nordic Studies in Education kommer med 4 nummer i året.
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