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Den kulturelle skulesekken : narratives and myths of educational practice in DKS projects within the subject art and crafts

Digranes, Ingvild
Doctoral thesis, Peer reviewed
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38_Digranes_avhandling.pdf (999.9Kb)
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http://hdl.handle.net/11250/93038
Utgivelsesdato
2009
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Samlinger
  • Doktoravhandlinger / Doctoral theses [73]
Originalversjon
Digranes, Ingvild (2009). Den kulturelle skulesekken: narratives and myths of educational practice in DKS projects within the subject art and crafts, vol. 38. Oslo: Arkitektur- og designhøgskolen i Oslo.  
Sammendrag
In 1995, the Ministry of Culture and the Ministry of Education, Research and

Church Affairs released a plan of action for aesthetical subjects and culture in

compulsory education (Kulturdepartementet and KUF (Kirke- utdannings- og

forskningsdepartementet) 1995). This outlined collaboration between the two

ministries and professional fields was aimed towards the 1997 curriculum,

L’97 (KUF 1996). The compulsory school subject Art and Crafts (A&C) was

given the status as an area of further development (Vestøl 1996) in the new

national curriculum. In addition, several local school pilot projects of

different nature, involving culture institutions and artists in collaboration with

schools, were launched throughout these years.1

The first pilot projects were

funded in 2001, and already 10 of the districts had development projects,

while the 9 others where establishing plans, pilot projects and local

development in relation to collaboration between what I have chosen to refer

to as the ‘school world’ (Eisner 1998) and the ‘art world’ (Dickie 1984). I

will return to a fuller description of these worlds at a later stage. The results

were evaluated locally, but as a consequence of these local projects, resources

were made available to develop a program that could be established

nationwide
Utgiver
Arkitektur- og designhøgskolen i Oslo (AHO)
Serie
CON-TEXT / Thesis;38

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