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Previous studies (Lindström, 2009) have mapped research in the field of visual arts education in the Nordic countries and found that the countries differ somewhat in terms of focus and areas of interest. One of the aims of the development project is to similarly map both educational programmes and research at the participating higher education institutions in order to gain a picture of the current situation and to find possible entry points for increased collaboration. For example, the type of theories and methods used and the concepts emphasised in education and research. However, participating institutions come into the project from different angles and with different interests and needs. A potential challenge for the project is therefore to balance two objectives that may clash. How do we identify common denominators that can enable exchanges of various kinds in both research and education, while at the same time allowing for the differences that exist between the countries and educational programmes? Diversity, we think, needs to be embraced as it offers different perspectives that can enrich our respective practices. But how can we, as a large and heterogeneous group, reach consensus on certain issues and what we want to achieve?  Do we need to think and act alike? In order to collaborate we also need to adjust to formal educational requirements. A possible risk of collaboration is that programmes become more standardised to enable exchanges. Is there a risk that something will be lost? How can we recognise our differences in a way that offers us the opportunity to test and rethink our practices. In this presentation we share some reflections based on ongoing analysis of our research and study programmes at Umea university, as well as discussions from the project start-up meeting in Helsinki in August 2024.

Reference: 

Lindström, L. (Ed.) (2009). Nordic visual art education in transition. A research review. Swedish Research Council.