Clothing and its role in teacher education in Crafts: a Swedish case
2024 (Engelska)Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Abstract [en]
Crafts education in Swedish compulsory school has changed. If clothing, rational sewing methods and consumer perspective was part of curriculum for textile craft education in the 1960s, today’s Crafts education is multimaterial, process- and sustainability oriented and not explicitly tied to particular techniques. Societal changes in the 1980’s also changed the home sewing tradition of clothes opening for global trade and new patterns for consumption. Of course, teacher education (TE) in Crafts has reacted and undergone changes related to clothing, but are we fully aware of how and in what direction? This presentation gives an introduction into curriculum development for Crafts in compulsory school related to clothing and a brief overview of clothing (amount, orientation, content, context) at the four institutions that provide Crafts TE in Sweden. Presentation includes concrete examples from themes and student assignments showing development, direction and visions for clothing and sewing in Crafts TE at Umeå university.
Ort, förlag, år, upplaga, sidor
2024.
Nyckelord [en]
Sloyd, Swedish craft teacher education, dressmaking, curriculum study
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-230472OAI: oai:DiVA.org:umu-230472DiVA, id: diva2:1902665
Konferens
NordFo (Nordiskt forum för forskning och utvecklingsarbete inom utbildning i slöjd) konferens 2024; AI make slöjd, Åbo Akademi, Vasa, Finland, 18-20 september, 2024
Anmärkning
Presentationen ingick i en Special interest group session (SIG) vid konferensen med publicerat abstract:
Teaching clothing as part of the subject Craft – still relevant for our students?Clothing is one of the oldest areas of craft, but is it an important future compe-tence? In Finland, making clothes has been part of basic education textile craftstudies since late 19th century. However, over the decades, position of clothing inbasic education has changed, and several schools have curtailed the teaching ofclothing. The current National Core Curriculum describes craft as a multimaterialsubject, which identifies no specific techniques or materials. Naturally, this isreflected in the craft teacher education: along multimaterial craft, the room forclothing has diminished. Likewise, incoming students' readiness for university-level clothing courses varies. In our six presentations (from Finland, Sweden,Island, and Latvia) we touch, for instance, the following questions: What is thepresent and the future status of clothing design and sewing as part of nationaleducational system? Is clothing design and sewing seen as a relevant competenceby our students and by educators? Should it be, even though ready-towearindustry provides fashionable, inexpensive clothes? What kind of topics andthemes should teaching of clothing cover? For instance, should we focus more onmending, tuning, turning ready-to-wear clothes to more personalised items thatreflect the wearer's self-image and values, or provide fundamental skills (designing, patterning, sewing)?
2024-10-022024-10-022024-10-02Bibliografiskt granskad