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- Ottemo, Andreas, 1979
(författare)
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Kön, kropp, begär och teknik: Passion och instrumentalitet på två tekniska högskoleprogram : Gender, body, desire, and technology: Passion and instrumentality in two technical university programs
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis addresses the co-production of gender and technology as articulated in two programs at a Swedish university of technology: Computer Science and Engineering (CSE) and Chemical Engineering (CE). It builds on the assumption that the articulation of gender in these programs relates to how technology is articulated. Research on gender and technology often investigates the ‘failure’ of linking women/femininity to technology. In this thesis I, instead, adopt a perspective inspired by queer theory and focus on norms that articulate masculinity with technology. Theoretically and methodologically, the study adopts a post-structural perspective primarily based on discourse theory, as developed by Laclau and Mouffe (1985/2008). I also draw on feminist technoscience research and on Butler’s (1988, 1990/2007, 1993) notion of gender, performativity, and the heterosexual matrix. Empirically, the thesis is based on ethnographic fieldwork and formal interviews with students. Considering the critique that research on gender and technology has failed to address sexuality, I emphasize explicitly the role of passion, desire, and heterosexuality in the production of connections between masculinity and technology. As the thesis title suggests, this focus on passion and desire for technology is combined with recognition of the role of instrumentality in higher technology education. In my analysis, I suggest that the formal education students receive fails, for various reasons, to subjectively engage many students. Consequently, students adopt an instrumental approach to their education, emphasizing the future exchange value of their formal degree, rather than subjective meaningfulness or the significance of the subject matter as such. I also argue that in failing to ‘recruit’ students, formal education can be considered as privileging the already-passionate student, whose interest in technology is not so easily derailed, even when encountering education that fails to engage subjectively. This ‘passionate student’ subject position is articulated primarily in the CSE program, mainly in informal, student cultural contexts. Here, I argue that technology, corporeality, desire, and embodied computer interest, are configured in a manner that derives intelligibility from the heterosexual matrix and contributes to the CSE program’s hetero-masculine connotations. On the other hand, the absence of the ‘passionate student’ subject position in the CE program, appears to contribute to this program’s relative gender inclusiveness.
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| 223. |
- Parinder, Ann, 1957
(författare)
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Ungdomars matval – erfarenheter, visioner och miljöargument i eget hushåll
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to increase the knowledge of how young people, who have recently formed their own household, reason about and present their food choices. The study sheds light on the process the young people become a part of when food choices are made and food habits established. Additionally, light is shed on young people’s reasoning about their choices of food, their previous experiences and how they envision the future. The starting point has been how the young people present their food choices in relation to ethical standpoints, particularly with respect to the environment and climate. A central interest of the thesis has been to study young people’s households from a Home Economics perspective. In order to analyse and shed light on young people’s considerations and individual reflections when facing different choices, Archer’s (2003, 2007) “internal conversation” has been used. The empirical material, which comes from a 3-year study, included 51 young people who were studying, 19 of whom participated during all three years. The young people were aged 15 to 23 and had recently formed their own household. The methods used during the fieldwork included questionnaires, written reflections and participant observations as well as individual and group conversations. In addition, 23 young people photo documented their choices of food during a period of one week. The conversations were based on a guide where the young people’s perspective on the choice of food was central. The empirical material provided the prerequisites for the subsequent analysis. The results show that when the young people formed their own household, previously self-evident norms were questioned, opportunities for acquiring new standpoints arose and alternatives in the everyday food choices were found. Ethical, sensory, economical, health-related, social and knowledge-related aspects influenced in different ways the food choices. Daily routines and rituals were created and considerations concerning ethics, taste, social activities, time aspects and a desire to change the food repertoire influenced the choices. The results show clearly how the young people acted in several food arenas and navigated in order to create a functioning everyday life. Usually, ethical standpoints regarding the environment and climate varied and were taken more or less into account when choosing food. All felt that environmentally and climate friendly food choices were important and that in the future, it would be necessary to take this into account when choosing food. In conclusion, the study shows that when young people moved from a familiar life to their own household where they have to take responsibility and where habits and routines are established, they are open to change and to outside influences. Furthermore, they strive for a normative and pragmatic organisation of their food choices.
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- Pramling, Ingrid, 1946
(författare)
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The Child's Conception of Learning
- 1983
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The research approach adopted in this thesis is that of phenomenography. The focus is on the description of people's conceptions of various phenomena in reality. The phenomenon dealt with is learning, a classic topic of interest in psychology as well as education. The main purpose of this study has been to trace the development whereby children become conscious of the fact that they can learn, and to describe the qualitatively different forms that their ideas of learning subsequently take. The primary stress is on the identification of the different conceptions of learning, but a complementary aim is to account for the extent to which these conceptions can be found at different levels of development. Since conceptions are seen as developed in a context, and since the first official and structured learning milieu the child meets is the pre-school, this was chosen as the context within which children's conceptions are examined. Ideas and reality in pre-school are considered and empirical studies are carried out of some learning situations in which different themes have been worked with to give children some knowledge about the world they live in. The investigation consists of two observation studies and a series of six interview studies, carried out in the form of individual interviews, with a total of 300 children, from the age of 3 to 8 years. The child's idea of learning is dealt with in terms of its two related aspects: what we learn and how we learn. Concerning the first aspect there seems to be a progression from learning TO DO (how or that) to learning to KNOW, and later to learning to UNDERSTAND. To each of these answers to the questions of what there is a corresponding set of qualitatively different answers to the questions of how. Development in this respect goes from an inability to distinguish between TO DO (to know, to understand) and TO LEARN TO DO (to know, to understand), to seeing a transition between a state of BEING ABLE, simply as a function of GETTING OLDER. At the third level, the child realizes that learning (i.e. becoming (more) able) comes about by EXPERIENCE. Experience, again, may have three distinctively different forms, namely, learning by DOING, learning by PERCEIVING and learning by THINKING. There are also developmental differences in the awareness of different forms in which one can learn. This study presents an educational perspective on the metacognitive task of reflecting about one's own learning. In looking at children's conceptions of their own learning in the light of the context of pre-school, it becomes obvious that pre-school education to a large extent relies on conceptions which most children at these ages lack. As a consequence, to create a milieu which makes children aware of their own learning one must begin to look at children's conceptions and educate from the child's point of view.
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