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D E N K U L T U R E L L E S K U L E S E K K E Ncollaboration project between culture and school, including the school side inthe planning is emphasised” (KKD 2003a:11). 11 Thus it becomes vital todiscuss these ‘worlds’ and what transpires in the school anchored projects.The questions posed regarding point of departure and perspectives when theDKS program was introduced has not diminished in importance as theprogram now is extended to cover the upper secondary education (16-18years). It was launched at the start of the school year 2008/2009 (KKD 2007).Some districts already had trial programs under way, and a research reportfrom the research centre Telemarksforskning 12 is impending regarding theexecution and success of the expansion. I therefore find it relevant to askwhat the challenges are that might surface within such collaborations. I havechosen to do so through the questions:What narratives of professional choices and justifications by Teachers ofArt & Crafts and Artists within DKS collaborations are communicated tothe public?How and why can these narratives affect the collaborations and theprofessional jurisdiction in the Art & Crafts school subject and the DKSprogram?I will return to the concepts of justification, narratives and professionaljurisdiction more comprehensively at later stages.The questions posed are an avenue towards finding how the professionalartists and professional A&C teachers are represented to the outside publicthrough texts in the media. It will be a way to study how A&C teachers andtheir knowledge within the field in terms of quality, knowledge andcompetence is presented in concert or contrast with the artists within the DKSprogram. This distribution of depictions of professional artists and teachers,concerning the execution of DKS, of the A&C subject, and the practice of theA&C teacher to the public, will be reflected upon and discussed in relation tofindings in the evaluations of the DKS practice, to see whether the medianarratives and evaluation narratives of A&C teachers are concurrent. Thefocus is also on how the distribution of media narratives of professionalpractice and justifications might influence the future of the educational field,the A&C teacher, and the DKS program.11 OQ: “Sidan Den kulturelle skulesekken er eit samarbeidsprosjekt mellom kultur og skule, er det lagt vekt påå inkludere skulesida i planlegginga”.12 Evaluering av forsøk med Den kulturelle skolesekken i videregående skoleTelemarkforskning-Bø, Endreport will be presented in August 2009: http://www.denkulturelleskolesekken.no/websider/ressurser/utredninger_forskningsrapporter.htm4
I N T R O D U C T I O NTHE STRUCTURE OF THE THESISIn this section I will briefly outline the contents of the different chapters. 13In the next chapter Researching DKS I will go on to describe more fully thefunding and organisational aspects of the program Den KulturelleSkulesekken (DKS). I do this to establish an understanding of the basis forthe case in question. The ‘matters of concern’ within the execution of theprofessional practice and jurisdiction of the program will be a result of theseframes. I reflect on the outsider and insider perspective I inhabit as aprofessional teacher of A&C, as well as researcher on the professionalpractice of A&C teachers.The chapter Strategy is a discussion on my positioning within the Sociologyof Critique theory base. This position calls for the qualified actor that can beseen to own his choices through his activated criticism in a situation, in thiscase the professional choices within Visual art in DKS projects. It also callsfor the reflexive researcher that is aware of critique as a political project. Thelink from the theory base to my choice of narrative inquiry as a tool towardsletting the actors through evaluations and the media declare their positionregarding DKS practice is made and deliberated upon.In the chapter Finding Documentation narrative sources are chosen. A theoryof curriculum levels is used to organise the sources I have chosen to includein the study. The different levels presented, from the ideological to theoperational is based on reflections regarding educational practice, and I findit relevant to consider in selecting sources in the case of DKS as well. Thedifferent sources are listed and described thoroughly, with a short reflectionon selection and ethics at the end.The Scandinavian subject-matter didaktik approach to educational research isdiscussed in relation to Anglo-Saxon concepts in the chapter The SchoolWorld and the Art World. I present a short history of the A&C subject inNorway, and the Norwegian Art scene along with a reflection on how bothtraditions are visible in the school subject A&C today.The professions are more thoroughly introduced through theories onprofessional practice and jurisdiction in the chapter Agreement and Discord. Ialso introduce the theory on justification of value systems. This theory is atool towards discovering the views of what is good and desirable in the twoworlds, and how this is presented in narratives of professional practice in13 I have, as previously seen, chosen throughout the thesis to include the original Norwegian quotes infootnotes. To have continuous numbering of these throughout the text is as such not convenient. I willtherefore restart the footnotes from 1 for each chapter.5
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