Abstract
This article focuses on design education for the general public and the ways in which students and teachers can become more design literate through the development of networks, such as professional groups for teachers. The aim of professional groups is to create a structure that focuses on design competency among Design, Art and Crafts teachers as well as design education in Norway’s primary and secondary schools. Etienne Wenger's theories of community of practice and Unn Stålsett's theory about the development of networking through professional groups are highlighted in this study through the comparison of two municipalities in conjunction with informant interviews. The emphasis of this study is on how each municipality gives time and space for the development of design competence through professional groups. A well-organized professional group will hopefully contribute to a deeper level of expertise in schools and an increased ability for the general public to recognize design education.
Highlights
In order to increase general awareness of which choices one must make for a sustainable future, several researchers have agreed that it is important to strengthen lay people’s competence in the fields of design and sustainability (Nielsen & Brænne, 2013; Pacione, 2010; Smith & Iversen, 2018)
This paper focuses on the part of the curriculum that deals with the design area in the www.FormAkademisk.org
The qualitative method has been chosen to better explore how networking through professional groups can be organized for, as Alvesson and Sköldberg (2009) state, “Qualitative research is a contextual activity that places the viewer in the world
Summary
In order to increase general awareness of which choices one must make for a sustainable future, several researchers have agreed that it is important to strengthen lay people’s competence in the fields of design and sustainability (Nielsen & Brænne, 2013; Pacione, 2010; Smith & Iversen, 2018). In Norway's primary and lower secondary schools, where design is a primary focus area in the core curriculum, the subject of Art and Crafts is intended to advance design knowledge amongst students. In Norway, Design, Art and Crafts have been combined into one subject since 1960, first named Forming and from 1997 named Kunst og håndverk whereas in other countries these are most often separate subjects (Nielsen, 2008). Architecture, art and visual communication are core aspects of Norwegian curricula in Art and Crafts. This paper focuses on the part of the curriculum that deals with the design area in the www.FormAkademisk.org.
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