CON â¢ TEXT - Arkitektur- og designhÃ¸gskolen i Oslo - AHO

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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 NFinding DocumentationI will in this chapter outline the basis for my selection of sources. I willdescribe the process of selection as well as the nature of the sources. Thechoices are made in relation to both theoretical stance and the narrativeinquiry strategy. Goodlad’s (1979) curriculum levels provides a point ofdeparture in relation to educational research, and will also play a part in theselection process. In the end I will reflect on the choices made and ethicalconsiderations.One of the concerns has been: ‘How do I find the values that guide choicesand arguments concerning practice within DKS?’ How and why do teachersand artists in the context of DKS activate their professionalism to justify theiractions within the program (Stronach et al. 2002). The focus will remain onhow and on what basis they, but also the media, communicate professionalchoices and positions ― in and on this given context ― rather than claimingto find a general truth to the matter that exists above or beyond the toldnarratives. This calls for the use of theories concerning both individualunderstanding of a situation, theories of more general understanding, or evenwhat might be called common sense (Kvernbekk 2001) to illuminate how thisunderstanding might be arrived at. To do this it is necessary to find sources ofdocumentation in which these values and positioning narratives will bemanifest. Yin designates the data ‘sources of evidence’ (Yin 2003), but thisconcept does not agree with my focus on narratives. I instead choose to referto my data as sources of documentation. In this light, several sources ofdocumentation are interesting for the study. I choose to study the narrativesthat are expressed to the public, and values that can be seen through them, toaffect collaborations within DKS projects in schools. Goodlad’s (1979)curriculum levels function mainly as a tool to help me identify sources ofdocumentation to include in my study of the DKS case, and to organise mydocumentation.DKS is placed within the school context, and as such a curriculum theory isone way of organising the documentation. I will discuss the findings throughtheories of justification and professional theory later on.34
F I N D I N G D O C U M E N T A T I O NGoodlad claims that school subjects can be considered to exist at severallevels as a value system. He organises this in five levels of analysis (Goodlad1979). 25 The Ideological level exists in the political discussions and thevalues that infuse the entire educational discourse in a country. It can be seenin media coverage, debates and regulations that provide standards for thepractice as well as in textbooks and teachers’ guides. In my study of DKS,the media narratives are included to establish what is presented to the publicas ideologically sound in the educational debate concerning DKS. Is it inconcert with, or in contrast to, the Formal level that is supposed to regulatethe practice? The formal level is the document — in this case the NorwegianNational Curriculum: the Knowledge Promotion 2006 (KD and Udir 2006),but also the Report to the Storting nr 38. (KKD 2003a) and the subsequentReport to the Storting nr 8. (KKD 2007) concerning DKS. In my study Ichoose to see whether the ideological narratives presented to the public arereflected in the documents or constructed by another agenda. The Perceivedlevel is what is read into the written guidelines of those using it in theirpractice. It is the interpretation of the formal document on the basis of theirbackground and training,. I would argue that the perceived level, though hardto get to, will be at least partly expressed by the narratives used by theprofessionals within DKS to justify the operational level. The Operationallevel is the actual practice in the educational context — the day-to-daypractice. It is what is chosen as activities, content and focus and then carriedout. This is a reflection of all the above levels expressed as actions in theprofessional work. The Perceived level allows for individual variations and,on the basis of this, ideological differences can occur. The Operational levelis where these can be seen. The Experiential level is what the schoolchild/pupillearns or understands. I have not included this level in my sourcesof documentation, as the focus in not on the pupil in this study (Goodlad1979).The challenge for all educators is to translate the ideological foundation thatexists into an operational level where it can be recognised in the experiential.These levels are all connected, and research within education can, in myview, benefit from the tools these levels represent. In my view, this divisionoffers three points of view in the practice field, the public’s, the teachers’ andthe pupils’. All of these will come into play, but as I have chosen toconcentrate on the educators in the situation and how they are portrayedoutwards, not all levels need equal attention regarding documentation.25 Originally Goodlad uses the concept curriculum istead of levels. I have chosen to change this as the contentof the Scandinavian and German Lehrplan concept is less document focused than the anglo-saxon conceptcurriculum (Westbury, Hopmann, and Riquarts 2000). I have chosen not to conduct a discussion into thedifferences, but still refer to levels instead of curriculum.35
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B I B L I O G R A P H YHaabesland,
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B I B L I O G R A P H YKlafki, Wolf
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B I B L I O G R A P H YLied, Edith.
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B I B L I O G R A P H YSchjønsby,
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B I B L I O G R A P H YThavenius, J
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CON â¢ TEXT - Arkitektur- og designhÃ¸gskolen i Oslo - AHO