In the age of an overworked society, struggling to emotionally connect, play is essential. Ludic Landscapes, explores the reenchantment of undervalued landscapes, in particular the industrial site of the Canadian Pacific Railway yards in Winnipeg, Manitoba, Canada. If carnivals are landscapes devoted to play, as rail yards are landscapes devoted to work and industry, what happens when play is brought into a landscape of work? This practicum examines how ludic activities can be integrated into a landscape previously devoted to work - resulting in a reenchantment of an industrial landscape. The term reenchantment implies a positive change in perspective, an emergence of magic, toward something formerly disregarded. The explorations of undervalued and overlooked landscapes within the urban environment begin to unearth a curious history. Many carnival rides of the past germinate from technology developed for work, industry and progress. When the carnival is liberated of its artifice, its heart is shown to be machine technology utilized for work. It is possible to put these amusement rides through one more evolution, to make them not only fun, but also functional. The marriage of work and play results in remediating and reenchanting the landscape through ludic activity, spectacle and wonder. This is a poetic act.

In the age of an overworked society, struggling to emotionally connect, play is essential. Ludic Landscapes, explores the reenchantment of undervalued landscapes, in particular the industrial site of the Canadian Pacific Railway yards in Winnipeg, Manitoba, Canada. If carnivals are landscapes devoted to play, as rail yards are landscapes devoted to work and industry, what happens when play is brought into a landscape of work? This practicum examines how ludic activities can be integrated into a landscape previously devoted to work - resulting in a reenchantment of an industrial landscape. The term reenchantment implies a positive change in perspective, an emergence of magic, toward something formerly disregarded. The explorations of undervalued and overlooked landscapes within the urban environment begin to unearth a curious history. Many carnival rides of the past germinate from technology developed for work, industry and progress. When the carnival is liberated of its artifice, its heart is shown to be machine technology utilized for work. It is possible to put these amusement rides through one more evolution, to make them not only fun, but also functional. The marriage of work and play results in remediating and reenchanting the landscape through ludic activity, spectacle and wonder. This is a poetic act.

Studien har som syfte att tolka och förstå det som pågår i lärarens vardag med hjälp av komplexitetsteorier. Komplexitetsteorier utgör de specifika delarna i komplexitetstänkande som är en resurs för att diskutera relationen mellan skolan som komplext system, vetenskaplig grund och evidens. En förståelse bestående av att lärares vardag är mång- och tvetydig till dess innehåll är väl känt och beskrivet genom exempelvis framställningar av vad en lärares görande består av. För att tolka lärarens vardag är komplexitetsteorier inte vanligt förekommande. Komplexitetsteorier studerar mönster av självorganisering och det pågående med fokus på relationer. Komplexa system är icke-linjära och kausaliteten är cirkulär. Intentionen med komplexitetstänkande är att beskriva, tolka och förstå mönster av komplexitet. För att visa på en helhet och mönster har studien en narrativ ansats. Ett narrativt förhållningssätt ligger nära vardagens hantering av en rad paradoxer där det kända och okända samtidigt förekommer. För att samla in rika berättelser om lärarens vardag användes kvalitativa intervjuer som metod. Resultat visar på att det är det mångsidiga innehållet i relationerna som bland annat skapar komplexiteten i lärares vardag. Lärarens vardag består av många delar och ett komplexitetstänkande sätter fokus på att sätta ihop delarna till helhet och se mönster. Resultatet visar också på att en rad olika paradoxer måste hanteras. I berättelserna framträder hur lärarna hanterar en rad olika processer i relationen mellan kontroll och icke-kontroll, mellan på förhand det kända och okända där överraskningar är en del av vardagen, en del av interaktionen mellan människor. I en evidensbaserad praktik framträder att lärarens hantering av en rad paradoxer begränsas eftersom idén om evidensbaserad praktik innebär generaliserbara metoder där utfallet anses vara givet. Komplexitetstänkande innebär att det ställs andra krav på användning av vetenskaplig grund. Aktörer som rektorer, huvudmän och Skolverket bör i utformning av stöd till skolor inkludera tanken om att praktiken är ett komplext system. / The purpose is to use complexity theories to describe, interpret and understand teacher's everyday life. An everyday life where the predictable and the unpredictable exist in parallel. In relation to the teacher's everyday life and complexity theories, scientific basis and evidence are discussed. To show a cohesive complexity, the study has a narrative approach. A narrative approach is close to the structure of everyday life where the known and the unknown exist in symbiosis. To collect rich stories about the teacher's everyday life, qualitative interviews were used as a method. The result shows the circular causality that exists in non-linear systems. The teacher's everyday life contains many different processes that create a high degree of complexity. Some key processes are communication, relationships and complexity that are closely linked. Words that have in common the local interaction that includes the social as well as material things where there are possibilities of action. It is the multilateral job description that, among other things, creates the complexity of teachers' everyday lives. Structures and routines are important in order to be able to reduce the complexity of everyday life to a certain extent. Further on to deal with the paradox between control and non-control. Based on complexity theories, structures must contain the opportunity to be interpreted, adapted and translated to the practice. The school is a non-linear system and evidence-based practice is based on a linear system. In order to be able to interact with the practice, government investment in school to increase a more scientific ground. One of these projects is called, “läslyftet”. These projects need to take into account the processes and the unique in the practice. The study's contribution is to use complexity theories to show other perspectives on how change can take place in school. Specifically, how scientific basis and evidence can interact in the complex practice. Furthermore, show how complexity theories can help to make it possible to find new paths to development within school.