‘It's in my hands’

Analytical tools for the communication of craft knowledge




Emneord (Nøkkelord):

craft, knowledge communication, documentation, practice theory, SECI-model


Craft knowledge is built from examples of experience, and when experiences from many people are gathered and compared, new knowledge is developed. This requires either socialization between practitioners or a systematic collection of practice descriptions, such as in a manual. However, there is always a risk that knowledge that is difficult to put into words will never be communicated. The aim of this paper is to show how theoretical perspectives can be used as analytical tools to help us develop methods that support the communication of craft knowledge. Using an approach of research through practice in the field of gardening, and combining a tripartite theory of knowledge with a SECI-model analysis, I will discuss how it is possible to make practitioners’ subjective knowledge more readily available to others. 


Tina Westerlund, University of Gothenburg, Department of Conservation

PhD, Senior lecturer  


Fourcade, M. (2010). The problem of embodiment in the sociology of knowledge: Afterword to the Special Issue on Knowledge in Practice. Qualitative Sociology 33(4), 569–574. https://doi.org/10.1007/s11133-010-9173-x https://doi.org/10.1007/s11133-010-9173-x

Gherardi, S. (2009). Communities of Practice or Practices of a Community? In S. Armstrong & C. Fukami (Eds), Handbook of Management Learning, Education and Development (pp. 514-530). Sage. https://doi.org/10.4135/9780857021038.n27 https://doi.org/10.4135/9780857021038.n27

Gherardi, S. and Perrotta, M. (2016). Re-thinking induction in practice: Profession, peer group and organization in contention. In Society and Business Review, 11(2), 193-209. https://doi.org/10.1108/SBR-03-2016-0021 https://doi.org/10.1108/SBR-03-2016-0021

Groth, C. (2017). Making sense through hands: Design and craft practice analyzed as Embodied Cognition. (Doctoral dissertation). Aalto Arts Books. http://urn.fi/URN:ISBN:978-952-60-7130-5

Groth, C., Mäkelä, M. & Seitamaa-Hakkarainen, P. (2015). Tactile Augmentation: A multimethod for capturing experiential knowledge. Craft Research Journal, 6(1), 57-81. https://doi.org/10.1386/crre.6.1.57_1 https://doi.org/10.1386/crre.6.1.57_1

Ingold, T. (2013). Making: Anthropology, archaeology, art and architecture. Routledge. https://doi.org/10.4324/9780203559055 https://doi.org/10.4324/9780203559055

Ingold, T. (2018). Five questions of skill. Cultural Geographies, 25(1), 159–163. https://doi.org/10.1177/1474474017702514 https://doi.org/10.1177/1474474017702514

Kaiser, M. (2000). Hva er vitenskap? Universitetsforlaget.

Lave, J. (2008). Epilogue: Situated Learning and Changing Practice. In A. Amin & J. Roberts (Eds.) Community, Economic Creativity, and Organization. Oxford University Press.

https://doi.org/10.1093/acprof:oso/9780199545490.003.0012 https://doi.org/10.1093/acprof:oso/9780199545490.003.0012

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355 https://doi.org/10.1017/CBO9780511815355

Merleau-Ponty, M. (2012). Phenomenology of perception (D. A. Landes, Trans.). Routledge. (Original work published 1945) https://doi.org/10.4324/9780203720714 https://doi.org/10.4324/9780203720714

Molander, B. (2015). The Practice of Knowing and Knowing in Practices. Peter Lang Edition. https://doi.org/10.3726/978-3-653-06131-4 https://doi.org/10.3726/978-3-653-06131-4

Molander, B. (2017). Tankens frihet och längtan efter verklighet - om “teori” som begrepp och retorik. In G. Almevik (Ed.) Hantverksvetenskap (pp. 14-36). Hantverkslaboratoriet, University of Gothenburg. http://hdl.handle.net/2077/52386

Mäkelä, M., & Nimkulrat, N. (2018). Documentation as a practice-led research tool for reflection on experiential knowledge. FormAkademisk - Forskningstidsskrift for Design Og Designdidaktikk, 11(2), 1-16. https://doi.org/10.7577/formakademisk.1818 https://doi.org/10.7577/formakademisk.1818

Niedderer, K. & Imani, Y. (2009). Developing a Framework for Managing Tacit Knowledge in Research using Knowledge Management Models. In Undisciplined! Design Research Society Conference 2008, Sheffield Hallam University, Sheffield, UK, 16-19 July 2008. http://shura.shu.ac.uk/id/eprint/507

Niedderer, K., & Reilly, L. (2010). Research Practice in Art and Design: Experiential Knowledge and Organised Inquiry. Journal of Research Practice, 6(2).

Nonaka, I. & Takeuchi, H. (1995). The Knowledge Creating Company. Oxford: Oxford University Press.

O'Connor, E. (2009). Hotshop: An Ethnography of Embodied Knowledge in Glassblowing, [Doctoral dissertation]. ProQuest Dissertations and Theses. https://search-proquest-com.ezproxy.ub.gu.se/dissertations-theses/hotshop-ethnography-embodied-knowledge/docview/305174232/se-2?accountid=11162

Polanyi, M. (2009). The tacit dimension. The University of Chicago Press. [Original work published 1966]

Rolf, B. (2017). Teori, praktik och kompetens. In G. Almevik (Ed.), Hantverksvetenskap (pp. 49-82). Hantverkslaboratoriet, University of Gothenburg. http://hdl.handle.net/ 2077/52386

Rust, C. (2004). Design enquiry: Tacit knowledge and invention in science. Design Issues, 20(4), 76-85. https://doi.org/10.1162/0747936042311959 https://doi.org/10.1162/0747936042311959

Schön, D. A. (2003). The reflective practitioner: How professionals think in action. Arena. (Original work published 1983)

Seiler, J., Westerlund, T. & Almevik, G. (2018). Utvecklande skötsel i kulturhistoriskt värdefulla parker och trädgårdar - kulturreservat och byggnadsminnen som laboratorium för park och trädgårdsvård. In Det gröna kulturarvet. Rapport från Hållbar Utveckling Skånes konferens Eslöv 19 mars 2015 (Rapport 2018:4). https://pub.epsilon.slu.se/15790/11/persson_e_et_al_181207.pdf

Sjömar, P. (2017) Hantverksvetenskap. Rapport från försök med hantverks-inriktad forskarutbildning. In G. Almevik (Ed.), Hantverksvetenskap (pp. 83-168). Hantverkslaboratoriet, University of Gothenburg. http://hdl.handle.net/2077/52386

Tanaka, S. (2013). The Notion of Embodied Knowledge and its Range. In Encyclopaedia XVII(37), 47-66.

Tsoukas, H. (2003). Do we really understand tacit knowledge? In Easterby-Smith, M. & Lyles, M.A. (Eds). The Blackwell Handbook of Organizational Knowledge Management, (pp. 410-427). Blackwell.

Westerlund, T. (2014). Pionodlaren på Guldsmedsgården - Trädgårdsmästaren Hermann Krupke intervjuas av Tina Westerlund. In G. Almevik & S. Höglund (Eds.), Hantverkare emellan (pp. 86-101). Hantverkslaboratoriet, University of Gothenburg. https://gupea.ub.gu.se/handle/2077/38430

Westerlund, T. (2017). Trädgårdsmästarens förökningsmetoder: dokumentation av hantverkskunskap. [Doctoral dissertation, University of Gothenburg]. Acta Universitatis Gothoburgensis. https://gupea.ub.gu.se/handle/2077/52089

Wood, N. (2014). Silent witness. Using video to record and transmit tacit knowledge in creative practices. In G. Almevik & S. Höglund (Eds.), Hantverkare emellan (pp. 56-69). Hantverkslaboratoriet, University of Gothenburg. https://gupea.ub.gu.se/handle




Hvordan referere

Westerlund, T. . (2021). ‘It’s in my hands’: Analytical tools for the communication of craft knowledge. FormAkademisk, 14(2). https://doi.org/10.7577/formakademisk.4402

Cited by