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Colour and Form: Changing Expressions of Vocational Knowing Within Floristry Education
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-1016-846X
(English)Article in journal (Refereed) Submitted
Abstract [en]

This article investigates colour and form as pedagogic content in Swedish upper secondary school floristry education between 1990 and 2015, using an analytical approach that draws on social anthropology and falls within the framework of a sociocultural interpretation of educational activity. The data were obtained from multiple sources, including interviews with an experienced senior teacher, which revealed the local history of a leading Swedish floristry school. During the period studied, subject matter related to colour and form became increasingly formalised, with the so-called colour wheel becoming a frequently used educational tool. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have increased in importance within Swedish floristry education since the 1990s; (ii) the colour wheel serves as a tool for participants in education for making aesthetic judgements; (iii) examples show that colour and form theory and practice are intertwined in contemporary Swedish floristry education; and (iv) colour and form theory is one of the tools used by teachers to assess what makes certain designs more or less appropriate. These findings form the basis for the discussion of two aspects of contemporary Swedish floristry education: the colour wheel as a pedagogical tool and the role of conceptualisation, verbal analysis and reflection. 

Keyword [en]
conceptualisation, floristry education, handicraft, ways of knowing, colour and form theory, colour wheel
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-132655OAI: oai:DiVA.org:su-132655DiVA: diva2:953516
Available from: 2016-08-17 Created: 2016-08-17 Last updated: 2016-08-18Bibliographically approved
In thesis
1. Skolad blick på blommor: Formandet av yrkeskunnande i floristutbildning
Open this publication in new window or tab >>Skolad blick på blommor: Formandet av yrkeskunnande i floristutbildning
2016 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Educated Gaze on Flowers : The Formation of Vocational Knowing in Floristry Education
Abstract [en]

This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin & Heritage, 1990; Sahlström & Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research. 

Place, publisher, year, edition, pages
Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet, 2016. 140 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 39
Keyword
vocational knowing, floristry education, professional vision, interaction, assessment actions
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-132660 (URN)978-91-7649-474-5 (ISBN)
External cooperation:
Public defence
2016-09-21, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.

 

Available from: 2016-08-29 Created: 2016-08-17 Last updated: 2016-08-31Bibliographically approved

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Gåfvels, Camilla
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