Hvis makerspace er svaret, hvad er så spørgsmålet? En materiel kulturdidaktisk genealogisk analyse af sociomaterielle interpellationsprocesser i fire dimensioner i CFU’s makerspaceindsats i Vordingborg i grundskolen og på læreruddannelsen

In this thesis, I explore how CFU (Center for Undervisningsmidler ) and makerspaces shape and are shaped through sociomaterial interpellation processes in Danish primary schools and teacher education, with a
particular focus on CFU's makerspace initiative in Vordingborg Municipality and at the teacher education program o n Campus Vordingborg.
Using a didactic approach of material culture , I combine Højrup's four dimensional cultural concept with Haastrup & Knudsen's topos logos model and the three dimensional artography model developed by Berndsen, Haastrup & Jørgensen to illuminate the various processes underlying the creation of makersp aces.
The research in the thesis is primarily based on fieldwork with participant observation, drawing on my privileged position as a consultant at the Center for Teaching Materials (CFU). The thesis is divided into two analytical parts:
1.
Space: A social constructivist cultural analysis that, through four epochs, highlights the creation processes of makerspaces across four dimensions from 2000 to the 2024
2.
Place: A phenomenological topological analysis, using an ethnographic expression, to investigate five practice narratives from Vordingborg Municipality’s makerspace initiative.

The results of the thesis show that CFU plays a central role as a bridge between state and societal ideologies and local schools. The study highlights the significance of CFU's anchoring under the University College. Villum
Foundation is also pivotal in CF U's development and work with makerspaces.
The thesis clarifies how both CFU and makerspaces shape and are shaped by processes in time and space, and how makerspaces function as sociomaterial hubs that both frame and challenge established teaching practices
across the four dimensions. At the same ti me, the potential of artography to enhance the understanding of the role of materiality in learning and formation is emphasized.
The thesis concludes that makerspaces are complex learning environments shaped by interpellative recognition processes between national, societal, and local forces, with CFU playing a central role in this development. The perspectives highlight the potenti al for a more materially cultural didactic approach to the sociomaterial processes underlying the creation of makerspaces.