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Vision and Embodied Knowing: The Making of Floral Design
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-1016-846X
2016 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 9, no 2, 133-149 p.Article in journal (Refereed) Published
Abstract [en]

This article focuses on assessment actions in floristry education, addressing how interaction with flowers influences and mediates vocational knowing. Using video recordings from floristry education for adults, the article explores the interaction between teacher and student when assessing on-going work and performance as a way to frame the teacher’s seeing in situ. Influenced by conversation analysis and moment-by-moment methods ─ including talk, gestures, and flowers as resources ─ the findings contribute to a holistic perspective on vocational floristry knowing. Different features of vocational floristry knowing are detected as part of the content in assessment actions: (i) aesthetic standards reflected in suggestions made by the teacher and student, (ii) financial awareness as a way of seeing flowers, and (iii) the use of context and change of perspective to take the customer into account. The findings demonstrate situated floristry knowing in action, which is displayed when the teacher enables the student to visualise and understand professional vision of flowers, traditions, and standards.

Place, publisher, year, edition, pages
2016. Vol. 9, no 2, 133-149 p.
Keyword [en]
Assessment actions, Vocational knowing, Floristry, Seeing, Occupational aesthetics
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-132652DOI: 10.1007/s12186-015-9143-2OAI: oai:DiVA.org:su-132652DiVA: diva2:953517
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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