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The aim of the study is to analyse the learning process of the Dorze weaving in Ethiopia and its implications on Education for Sustainable Development, ESD. My two main questions are: 1. How do the Dorze understand their learning process in weaving? 2. What conclusions concerning education for sustainable development applied on textile handicraft can be drawn from the findings of my case study?   In order to answer these questions I have made a field study on the Dorze (the weavers) in Addis Ababa in Ethiopia for 10 weeks. The study has a socio-cultural and narrative approach and the method used are interviews, observations and review of documents. The result is presented in a “metastory” where I retell the stories and introduce the results of the study and that gives answers to question 1. UNESCO’s recommendations on ESD are used to analyse the findings and give the answer to question 2. The result shows that the learning process depends on the environment with its people, who have gathered knowledge of raw material and techniques for generations but the latter also needs to develop to meet new challenges. “Shiro Meda” is the centre of learning. To grow up in “Shiro Meda” it becomes natural to work with textile production, accept a special lifestyle with clear gender differences and a hierarchical structure. The educational model of spinning and twisting are “learning by doing”, whereas young boys start practising weaving under the leadership of an older teacher step by step.   From an ESD perspective the Dorze education is holistic, practical, individualized, and contains some problem solving even if the students are not participating in decisions on how they learn. The education is highly integrated in the daily life of the weaving community and is also relevant to the surrounding local community. Moreover the education transfers a historical legacy of cultural continuity, and has shown itself to be dynamic and adaptable to change. A weakness in this traditional knowledge system is the low profit the weavers are making and the set hierarchical and gender rules which need to be developed in order to be sustainable for future challenges. The final discussion highlights the relevance of my findings for a Swedish learning context. / 2010ht4661

We live in a high tech era of electronic media, which is changing our lives (Giddens, 1999). Apps are examples of technologies that affect our lives. An interesting question in this context is what apps will have for significance; on one hand for the development of technology, and on other hand for humans’ relation to technology. Since the development and change process are central issues in the science of education I will explore the development of applications. The purpose of this paper is to seek knowledge about applications (apps) development from a design and user perspective. This dissertation discusses activity theory as an academic framework for understanding of apps development from two different types of operating systems or practices, to be precise design practice and user practice. To clarify my point, I have defined the following questions: why user apps are designed, how user apps are designed, and what contradictions occur between the design and the use of apps? My research is based on a qualitative approach with an abductive approach. I used multiple case studies as research approach based on three data collection techniques: interviews, observiews (interviews and observations) and observations of social media and an archived document of wireframes about apps. The result shows that apps designed and published either for their function or for promotional purposes. The design process is fast and dynamic process where applications are published before they are ready and constantly updated later. The use of apps characterized by either an active or a passive use operations. In the passive activity apps are tested through trial and error, and when they do not meet the user's expectations they are thrown away. This activity contributes in relation to previous research on technology and social change to the consumer’s throwaway culture. While in the active using, activities becomes part of the development activities where development aspects are communicated through social media – interact active users and designers to develop the app, which is both an artifact and an object of their own development. Activity theory thus contributes to theories of design by considering design not only as production but also as a fully operational system itself with the production, consumption, exchange and distribution. / Vi lever i en högmodern tid som präglas av elektroniska medier som förändrar vårt liv enligt Giddens (1999). Appar är exempel på teknik som påverkar vårt liv. En intressant fråga i detta sammanhang är vad appar får för betydelse för – å ena sidan utveckling av teknik å andra sidan människans förhållande till teknik. Eftersom utveckling och förändringsprocesser är centrala i pedagogik vill jag studera utveckling av appar. Syftet med denna uppsats är att söka kunskap om apputveckling ur ett design- och användarperspektiv. I uppsatsen används verksamhetsteori som teoretiskt ramverk för att förstå apputveckling utifrån två olika typer av verksamhetssystem eller praktiker, nämligen designpraktiken och användarpraktiken. För att närmare precisera mitt syfte har jag definierat följande frågeställningar: varför designas respektive används appar, hur designas respektive används appar, och vilka motsättningar uppstår/finns mellan design och användning av appar? Min uppsats bygger på ett kvalitativt tillvägagångssätt med en abduktiv ansats som innebär en pendling mellan teori och empiri. Jag använder flerfallsstudien som forskningsansats, med tre datasamlingstekniker: intervjuer, observjuer och observationer av sociala medier och ett arkiverat dokument med skisser över appar. Resultatet visar att appar designas och publiceras antingen för sin funktion eller i marknadsföringssyfte. Designprocessen är en snabb, dynamisk process där appar publiceras innan de är klara och därefter ständigt uppdateras. Användning av appar kännetecknas av antingen en aktiv eller en passiv användning. I den passiva användningsverksamheten prövas appar genom trial-and-error och när de inte motsvarar användarens förväntningar kastas de bort. Denna verksamhet bidrar i relation till tidigare forskning om teknik och social förändring till konsumtionssamhällets slit och slängkultur. Den aktiva användningsverksamheten blir istället en del av utvecklings­verksamheten där utvecklingsaspekter kommuniceras via sociala medier där aktiva användare och designer samverkar i att utveckla appen som blir både en artefakt och ett objekt för sin egen utveckling. Verksamhetsteori bidrar således till teorier om design genom att betrakta design inte bara som produktion utan som ett helt verksamhetssystem i sig med produktion, konsumtion, utbyte och fördelning.

This essay addresses the main theses that comprise pedagogical discourse of José María Arguedas and its direct influence on the historical process of Peruvian education. It will analyze program structure Arguedian systemic dynamics in the areas of political, economic, social and cultural, as a correlate of the changes and transformations in our country, aiming to weave theoretical support necessary for the understanding of the teaching-learning processes in the context ofglobalization. / El presente ensayo aborda las principales tesis que componen el discurso pedagógico de José María Arguedas y su influencia directa en el proceso histórico de la educación peruana. Se analizará la estructura sistémica del programa arguediano en la dinámica de las esferas de lo político, económico, social y cultural, como correlato de los cambios y transformaciones acaecidas en nuestro país, con el objetivo de hilvanar un soporte teórico necesario para la comprensión de los procesos de enseñanza-aprendizaje en el contexto de la globalización. / Este artigo aborda a questão principal que compõem o discurso pedagógico de José María Arguedas e sua influência direta sobre o processo histórico da educação no Peru. Estrutura do programa sistêmico Arguedas serão analisadas na dinâmica das esferas da vida política, econômica, social e cultural, como correlato das mudanças e transformações em nosso país, a fim de tecer uma base teórica necessária para acompreensão da processos de ensino-aprendizagem no contexto da globalização.