3,158
Views
4
CrossRef citations to date
0
Altmetric
Original Article

The agency of wood: multisensory interviews with Art and Crafts teachers in a post-humanistic and new-materialistic perspective

ORCID Icon & ORCID Icon

References

  • Anttila, E. (2013). Koko koulu tanssii! Kehollisen oppimisen mahdollisuuksia kouluyhteisössä [The whole school dances! The possibilities of embodied learning in a school context]. Acta Scenica 37. Helsinki: Teatterikorkeakoulu.
  • Barad, K. (2007). Meeting the universe halfway. Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
  • Bennett, J. (2010). Vibrant matter. Durham: Duke University Press.
  • Braidotti, R. (2013). The posthuman. Cambridge: Polity Press.
  • Coole, D., & Frost, S. (Eds.). (2010). New materialisms. Ontology, agency, and politics. Durham: Duke University Press.
  • Deleuze, G., & Guattari, F. (2013). A thousand plateaus. London: Bloomsbury.
  • Dewey, J. (1981). Nature, life and body-mind. In J. A. Boydston (Ed.), John Dewey the later works, 1925-1953. Volume I: 1925 (pp. 191–225). Carbondale: Southern Ilinois University Press.
  • Espeland, M., Arnesen, T. E., Grønsdal, I. A., Holthe, A., Sømoe, K., Wergedahl, H., & Aadland, H. (2013). Skolefagsundersøkelsen 2011 [School subject study 2011]. Retrieved from https://brage.bibsys.no/xmlui/handle/11250/152148
  • Gallagher, S. (2012). Phenomenology. Hampshire: Palgrave Macmillan.
  • Gibson, J. J. (1986). The ecological approach to visual perception. New York, NY: Psychology Press Taylor & Francis Group.
  • Hartvik, J. (2013). Det planlagda og det som visar sig: Klasslärerstuderandes syn på undervisning i teknisk slöjd [That which is planned and that which emerges: Class teacher students’ view of teaching technical sloyd] ( Doctoral thesis) Pedagogiska fakulteten, Åbo akademisk förlag, Åbo.
  • Johansson, M. (2002). Slöjdpraktik i skolan hand, tanke, kommunikation och andra medierande redskap [Sloyd practice at school, hand, thought, communication and other mediating tools] (Doctoral thesis). Göteborg, Acta Universitatis Gothoburgensis. 10.1044/1059-0889(2002/er01)
  • Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense.
  • Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
  • Kjosavik, S. (2001). Sløjdens utvikling i Norge 1860-1997 [The development of sloyd in Norway 1860-1997]. In I. C. Nygren-Landgärds & J. Peltonen (Ed.), Visioner om slöjd och slöjdpedagogikk. Forskning i slöjdpedagogikk och slöjdvitenskap B:10/2001. Techne Serien [Visions about sloyd and sloyd pedagogy. Research in sloyd pedagogy and sloyd science B:10/2001. Techne Serien] (pp. 166–193). Vasa: NordFo.
  • Kojonkoski-Rännäli, S. (2014). Käsin tekemisen filosofiaa [The philosophy of working with the hands]. Turku: University of Turku.
  • Latour, B. (1996). On actor-network theory. A few clarifications plus more than a few complications. Soziale Welt, 47(4), 369–381.
  • Latour, B. (2004). Politics of nature – How to bring the sciences into democracy. Cambridge: Harvard University Press.
  • Latour, B. (2005). Reassembling the social. An introduction to actor-network-theory. Oxford: Oxford University Press.
  • Lenz Taguchi, H. (2012). Pedagogisk dokumentation som aktiv agent. Introduktion till intra-aktiv pedagogik [Pedagogical documentation as active agent. Introduction to intra-active pedagogy]. Malmö: Gleerups.
  • Maapalo, P. (2017). “Vi rigger til så godt vi kan” – Konturer av praksisarkitekturer som muliggjør og hindrer undervisning i materialet tre i kunst- og håndverksfaget i norsk barneskole [“We rig up as well as we can” – Contours of practice architectures that enable and constrain woodworking practices in the subject of arts and crafts in Norwegian primary school]. Journal for Research in Arts and Sports Education, 1(1), 1–20.
  • Merleau-Ponty, M. (1962/2002). Phenomenology of perception. ( C. Smith, Trans.). London: Routledge.
  • Østern, T. P. (2013). The embodied teaching moment: The embodied character of the dance teacher´s practical-pedagogical knowledge investigated in dialogue with two contemporary dance teachers. Nordic Journal of Dance, 4(1), 28–47.
  • Parviainen, J. (1998). Bodies moving and moved. A phenomenological analysis of the dance subject and the cognitive and ethical values of dance art. Tampere: Tampere University Press.
  • Pink, S. (2015). Doing sensory ethnography (2nd ed.). London: Sage Publications.
  • Postholm, M. B. (2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier [Qualitative method: An introduction with focus on phenomenology, ethnography and case studies]. Oslo: Universitetsforlaget.
  • Selander, S., & Kress, G. (2010). Design för lärande – Ett multimodalt perspektiv [Design for learning – A multimodal perspective]. Lund: Norstedts.
  • Sheets-Johnstone, M. (2009). The corporeal turn. An interdisciplinary reader. Exeter: Imprint Academic.
  • Thompson, E. (2007). Mind in life. Biology, phenomenology and the sciences of mind. England: The Belknap Press of Harvard University.
  • Thorsnes, T. (2012). Tresløydhistorie – Fra hendig til unyttig? [History of wood sloyd – From handy to unuseful?]. Oslo: Abstrakt forlag.
  • Wolfe, C. (2010). What is posthumanism? Minneapolis: University of Minnesota Press.