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I dagens skola är digital kompetens en viktig aspekt av lärande, sett till både innehåll och form. När det gäller slöjdämnet får digitalisering betydelse dels för lärares undervisning, dels för ämnesinnehåll och uppfattningar om ämnet. I detta kapitel exemplifieras och diskuteras berättelser från svenska slöjdlärare och slöjdlärarutbildare där de beskriver erfarenheter och arbete med digitala former för slöjdundervisning och slöjdande. Lärarnas egna förhandlingar om ämnesinnehåll blir till strategier för eller emot digitalisering.

Under 2017 reviderades samtliga kursplaner i den svenska grundskolan utifrån regeringens beslut att tydliggöra skolans uppdrag att stärka elevers digitala kompetens. Då kursplanerna ligger till grund för lärar­utbild­ningarnas utformning fick förändringarna betydelse för slöjd­lärar­utbildningen. Syftet med studien är att undersöka hur digital teknik kan förstås som en del av ämnesinnehållet i det svenska slöjd­ämnet, vilket får betydelse även för slöjdlärarutbildningen. Fråge­ställningar: Hur beskriver slöjdlärarutbildare sin förståelse av digital teknik i relation till ämnesinnehållet i slöjdämnet? Vilka fördelar och nackdelar med digital teknik beskriver slöjdlärarutbildarna, i relation till sin ämnes­uppfattning om slöjd? I samband med ett utveck­lings­projekt rörande digital teknik har en intervjustudie genomförts med deltagande slöjdlärarutbildare. I studien definierades digital teknik som digitalt styrda maskiner mot bakgrund av att teknik inom slöjdämnet innefattar metoder, redskap och maskiner. Resultatet visar att en digital produktions­­process kan förstås som en möjlig arbetsprocess inom slöjd­ämnet och därmed ingå som en del av ämnesinnehållet. Studien visar också att förståelsen av digital teknik som del av slöjdämnet är föränder­lig och att uppfattningar om implementering av digitala inslag kan på­verkas av fortbildning.

Academisation and digitalization are ongoing societal processes with influence in the educational field. Over time these processes contribute to change and creates new conditions for teaching and perceptions of subject content. Change often occurs gradually and consequences for individual school subjects differ. The school subject Crafts (sw. slöjd) represents an action-based form of knowledge, where materiality and making in and with materials and physical tools are central. With digitalization follows increased demands for the use of digital tools within both primary school and teacher education. Academisation of education has meant stronger demands for scientificization and education on a scientific basis, which has strengthened the text-based knowledge in Crafts. This study is part of an ongoing four-year project, The ecology of aesthetics, and examines what characterizes academisation and digitalization in Craft and how these processes create new conditions for the subject. The study’s research questions concern how craft teachers perceive and describe academisation and digitalization in relation to teaching, and what consequences follows for the subject content. Theoretically, the study is based on an educational ecology perspective where Crafts is considered as a living ecology in interaction with surrounding parts in a comprehensive educational system. Change is understood as a process where parts of the system interact and affect the whole. The data consist of qualitative interviews with eight professional craft teachers in Swedish primary school with varying graduation year from teacher education, the earliest in 1984 and the latest in 2001. The interviews have undergone thematic analysis in several steps with coding and thematizing. Results show a somewhat ambivalent attitude among craft teachers towards academization and digitalization, which is perceived to expand and add new opportunities but also to steal time from craft work in materials. Consequently, a reduced degree of difficulty in craftsmanship in assignments is described by teachers educated in the 1980s and 1990s, while later educated teachers educated rather describe a reverse development. How teachers argue for students’ work in materials varies between a theoretical or a more craft-based understanding related to when they were graduated. Digital tools for documentation are widely used by all teachers and are perceived to free up time, while the use of digital tools in the material parts of the craft process is less present in teaching and assignments, depending on the extra time and resources that teachers perceive this to require. According to the analysis, academisation and digitalization seems to be intertwined in a way that to some extent counteracts effects but at same time reinforces each other. Academisation and digitalization are global processes and thus current for the entire Nordic craft field, even if national steering and the conception of educational Crafts varies between the Nordic countries. The question of the conditions for action-based knowledge in today's educational ecology needs to be raised based on how several intersecting policies, in sometimes unpredictable ways, offers differing challenges and opportunities in different subject contexts.

The prerequisites for formal training in Swedish educational Crafts have changed over time under the influence of two long-lasting societal processes: academisation and digitalisation. In different, yet interconnected ways, these processes of change are challenging the materiality, the making and the action-based knowledge that characterise educational Crafts. The paper presents how primary school teachers’ view the influence of academisation and digitalisation in their work and explores the consequences that change processes hold for the teaching practice in Crafts. The study is based on qualitative interviews with Craft teachers whose graduation year was between 1983 and 2021. Theoret-ically, Craft is considered to be a living ecology in an educational system. In the analysis, academic drift on various levels is combined with media-ecology concepts to clarify the diffusion of academisation and digitalisation in both time and space. The findings show academic drift leading to increased text-based knowledge production on several levels, yet also an unexpected weakening of action-based knowledge in Crafts. Balancing student and staff drift is further shown to result in the avoidance of written text in favour of digital visual, oral and bodily mediations in the production of knowledge. The study’s overall results question an ongoing ‘reverse’ academic drift and what is at stake in the Crafts ecology’s efforts to achieve balance.

Presentationen fokuserar en delstudie av det VR-finansierade projektet Estetikens ekologi: akademiseringen och digitaliseringen, eller ”amatörisering” av skolämnena bild och slöjd. Syftet med delstudien, som är av utbildningshistorisk karaktär, är att beskriva och analysera den ”akademiska drift” (Kyvik 2007; Kyvik & Skodvin 2003) i svensk lärarutbildning som började i och med 1946 års skolkommission (SOU 1948:27) och de konsekvenser som det innebar för lärarutbildning i estetiska ämnen. Våra frågeställningar är: Vad motiverade förslagen att akademisera lärarutbildning efter 2:a världskriget? Vilka principer föreslås av 1946 års skolkommission och hur görs de mer konkreta i senare utredningar? På vilka sätt utmanas lärarutbildning i teckning (bild), musik och slöjd av reformförslagen i utredningarna? I delstudien görs en kritisk diskursanalys av fem av statens offentliga utredningar, från tiden mellan 1946 och 1972, som föreslår reformer av skola och lärarutbildning. Statens offentliga utredningar betraktas som en typ av auktoritativ policyskrift avsedd att påverka en aktivitet, men som styr mindreformellt än propositioner, som har en lagstiftande karaktär. Vår studie visar att vetenskapligt baserat innehåll föreslogs få större utrymme i olika lärarutbildningar, samtidigt som praktiska frågor kom att teoretiseras. Vi drar slutsatsen att de reformersom föreslås i utredningarna har utmanat ämnesparadigmen och förändrat utbildningsekologin inom estetiska ämnen, vilket här inbegriper förändrade rekryteringsmönster och mindre förberedande studier i praktisk-estetiska ämnen, genom att göra lärarutbildningen mer teoretisk och likriktad.

This essay is about the research development of Swedish teacher education (TE) with a particular focus on Umeå University during the 1990s. The historical background consists of the reform proposals in the field of schools and TE presented in the late 1940s by the 1946 School Commission and then carefully and slowly implemented the coming decades after numerous governmental investigations. The aim captures the question why it took so long time to integrate TE into the Swedish enlarged higher education system. One explanation that presented relates to the fact that TE did not receive its own academic structures when it was integrated in 1977 and that it was subordinated to the good will of the established university disciplines to develop research and postgraduate education with relevance to TE. Another explanation is that the incorporation of vocational education into university structures generally challenges the historical independence of the independent disciplines and the right to define their own research, while at the same time they became more dependent on political decisions. The order of discourse that prevails within the university is based on the university disciplines that constitute power base at the university, which is unreflectively traded by theuniversity’s top management, not infrequently recruited from a natural science discipline. The conclusion is that a new order of discourse should be built up before TE together with other vocational programs, fully becomes a natural part of the Swedish university structures.

Skolämnena slöjd och bild genomgår ständig förändring i takt med samhället och nya policydirektiv, men vad olika förändringar leder till i förlängningen är svårt att förutse. I det pågående fyraåriga forskningsprojektet Estetikens ekologiundersöks hur förändringsprocesserna akademisering och digitalisering skapar nya förutsättningar för det svenska slöjdämnet och bildämnet samt den handlingsburna kunskap som karaktäriserar ämnena. Akademiseringen av lärarutbildning har bidragit till vetenskapliggörande av undervisning, stärkt vetenskaplig grund och breddad forskningsanknytning men också kommit att förstärka den textburna kunskapen i ämnena i grundskola och lärarutbildning. Digitalisering och ökad digital verktygsanvändning påverkar undervisningens innehåll och form och när användningen av digitala verktyg ökar och tid omfördelas till reflektion och vetenskaplig skolning från utveckling av kunnande i hantverk så förändras slöjd- och bildämnenas förutsättningar. Projektets och presentationens övergripande syfte är att ur ett utbildningsekologiskt perspektiv belysa och diskutera hur nya förutsättningar skapas och vilka konsekvenser de får för ämnesinnehåll och slöjd- och bildlärares arbete. Projektet vilar på en mixed method design och i presentationen ges en första inblick i två av projektets delstudier, en enkätstudie och en intervjustudie med verksamma lärare i grundskolan. Presentationen fokuserar lärares uppfattningar om kursplanernas skrivningar och olika direktiv, hur de tänker om akademisering och digitalisering, förutsättningarna för undervisningen samt hur de beskriver sitt arbete med eleverna. Preliminära resultat visar exempelvis hur såväl akademisering som digitalisering tar både explicita och implicita uttryck och hur en likriktning av utbildningssystemet får långtgående konsekvenser för ämnenas förutsättningar. Delstudiernas informanter tenderar att anamma nya arbetssätt, men inte på en nivå där deras uppfattningar om ämnet och synen på kunskap utmanas. En fråga blir hur man kan tänka om den balans mellan motstånd och acceptans som lärarna beskriver och vad det betyder för ämnenas innehåll och likvärdighet? Projektets kunskapsbidrag rör hur lärarutbildningens omvandling och förändringar i policy också förändrar förutsättningarna för kunskapsutveckling i enskilda ämnen som slöjd och bild, och vilken betydelse det kan få för estetiska ämnen i skola och lärarutbildning.

While Swedish schools and teacher education under global influence adapt course content and teaching to what is measurable in internationalknowledge tests, other processes are proceeding, partly in the opposite direction. This project intends to address two of these oppositeprocesses: the academicization and the digitization of school and teacher education, and in particular their impact on the school subjects Art andSloyd.

The academisation of teacher education has created a broader research connection and a stronger scientific basis for school, supported by theSwedish School Act (Erixon Arreman 2008; SFS 2010: 800). This has led to a strengthening of text-based knowledge in both Art and Sloyd,subjects previously primarily based on action and experience-based knowledge (Borg 2007; Lindgren 2008; Carlgren 2015), in which the abilityto process, investigate and form material develops over time. Also, and unlike most other school subjects, Art and Sloyd are not connected to anacademic discipline. Therefore, the scientific basis for them is not clearly defined, and therefore more vulnerable to external pressure.

When more and more of the content of school subjects in the academisation process is mediated by written text, or when screen and keyboardreplace paper and pen, school subjects like Art and Sloyd change more than school subjects already strongly mediated by text. From aneducational ecological perspective (Bateson 1972; Goodlad 1997), the situation can be described as disrupting the ecological balance in thesubjects.

Theoretically, the project is based on an ecological perspective on education (Bateson 1972; Goodlad 1997). We consider the Aesthetic subjectsArt and Sloyd as living ecologies in interaction with surrounding parts of an extensive education system. The ecology, or ecosystem, consists ofinstitutions with special functions, rules, activities, goals, and people with different roles. An ecological way of understanding change considersthe procedural process and the fact that parts of the system always interact and affect the system as a whole in ways that may not initially beobvious. Overall, the concept of boundary crossing (Akkerman & Bakker 2011) is used to analyze how transfers of epistemologies andknowledge, under the influence of academia and digitalisation, occur across boundaries in educational ecology and the consequences it has (cf.Svenkerud et al, 2018). Furthermore, the project is based on media ecology as a way of understanding the impact of digital technologies ineducational contexts (Erixon 2015). New technology not only add something, but change the entire environments (Postman 1970); reshapesthinking and perception as well as what roles and actions are possible. At the same time, new and old technologies interact like different speciesin the ecosystem and compete for space. Changes in the ecosystem, evolution, occur not as one might think gradually, but in more unexpected,punctuated equilibrium, which violently displace the balance, in analogy with Kuhn's paradigm shift (Eldredge & Gould 1972; Erixon 2015).

In summary, the purpose of the project is to study how academicization and digitization of education create new conditions for the schoolsubjects Art and Sloyd, in compulsory school and teacher education. The aim is broken down in the following research questions:

1. What characterizes the processes of change in academia and digitization in the subjects Art and Sloyd?

2. What consequences will the academicization and digitalisation have for the subject content in Art and Sloyd?

3. What possible teacher positions are created by the academicization and digitization of Art and Sloyd?

4. What space is there for aesthetic and practical forms of knowledge in today's educational ecology?

Methodology or Methods/ Research Instruments or Sources Used: Neither quantitative nor qualitative data per se is sufficient to capture the complexity of the problem area. Therefore, several methods will beused, in a mixed methods sequential explanatory design (Ivankova, Creswell & Stick 2006). The study is based on three sub-studies: In the firstsub study (1), a document study, the background of the academicization and digitization of the Swedish education system (from compulsoryschool to teacher education) is mapped and analyzed, with a focus on significance for the subject’s Art and Sloyd. The method is criticaldiscourse analysis (CDA) (Fairclough 2010) and the material consists of policy documents and debate articles from teachers' union journals anddaily press. The second sub study (2) a survey study, aims to map the Art and Sloyd teachers' perceptions of what characterizes the changeprocesses academicization and digitization of the respective school subject, as well as the consequences the change processes have for thesubject content in Art and Sloyd. Quantitative data is then collected and analyzed to identify relationships and provide a general understanding ofthe research problem. The results are then used to design a qualitative case study, which can explain, develop and deepen the quantitativeresults. A case study involves an exploration of a system or one (or more) case over time, through a detailed, deep data collection using multiplesources of information, rich in context (Merriam 1998). The third sub-study (3) is an in-depth multidisciplinary study based on interviews (rhetoric)and observations (practice). Semi-structured interviews are conducted with 15 teachers from each school subject. The intention is to gather in-depth descriptions of the impact of academia and digitalisation on teaching and content in each subject.

Conclusions, Expected Outcomes or Findings: Our research issues are for instance derived from our own experiences as University teachers and lessons learned from two previously fundedprojects by the Swedish Research Council. The first concerned digitalization, School subject paradigm and teaching practice in screen culture(2010-2013), studying how school the subjects Art, Music and Swedish L1 change when digital media have a great influence (Erixon 2015). Thesecond project concerned academicization, the Struggle for the Text (2012–2016), and was about the requirement for academisation andacademic writing in relation to other and more practical parts of teacher education (Erixon & Josephson 2017). Also, in previous studies, participants in the research group have been concerned with digitalisation, showing that teachers in Art and Sloydrespectively to varying extent make use of digital tools in their teaching, and that resistance to digital tools is a common attitude among many ofthe teachers (Jeansson 2017; Wikberg 2017) as well as the students (Westerlund 2015). Ongoing pilot studies show that Sloyd teachereducators perceive digital tools and materials as a completely new area to acquire. Also, when it comes to academisation and a school on scientific basis, the spoken and written language tend to take oven and teachers who wish to develop other mediations are discouraged bystructures (Westerlund 2019). It is clear that development is taking place in different places and appears to be divisive, which shows therelevance of taking a comprehensive approach to the change processes that affect the school subjects' Art and Sloyd in different, and sometimescontradictory, ways.The project provides general knowledge about how teacher education’s transformations and changes in policy documents change the conditionsfor knowledge development in different subjects in different ways. 

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