| 1. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Gender Theory as a Tool for Analysing Science Teaching
- 2009
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 25:2, s. 336-343
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Tidskriftsartikel (refereegranskat)abstract
- This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.
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| 2. |
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| 3. |
- Hussenius, Anita, 1956-, et al.
(författare)
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En plastisk sak som lär nytt hela livet
- 2010
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Ingår i: Pedagogiska magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; :2, s. 26-30
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Wahlgren, Catarina, 1967-, et al.
(författare)
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Barns berättelser : kamratkulturer skapas kring förskolans fotodokumentation
- 2022
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Ingår i: Barn. - : Norwegian University of Science and Technology. - 0800-1669 .- 2535-5449. ; 40:1, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- Preschool documentation aims to enchance children's participation in everyday practice. However, research shows that documentation tends to be controlled in a way that fulfils teachers' intentions rather than compels teachers to listen to the children. Drawing on theories of normalizing power and agency of subjects, this study analyses stories about documentation from 19 preschool children, aged 4-6 years. Children were asked to speak freely as the study aimed to catch children's perspectives. Resulsts show two co-existing discourses of negotiating relations among peers. A "community peer discourse", oriented towards preschool practice and community interests, and an "individual centered peer discourse", focused on the self and material objects to negotiate relations. Children negotiated relations by constructing belongings and differences, often by using stereotypical gendered expressions and mannerisms. The study shows that childrens' interest in themselves and their peers, in combination with teachers' active challenge of stereotypical gendered expressions, can contribute to preschool's active work with relations among peers.
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| 5. |
- Wahlgren, Catarina, 1967-
(författare)
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En bild säger mer än tusen ord : Barns perspektiv, positioner och påverkansmöjligheter i förskolans dokumentationspraktik
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to examine children's perspectives, positions and possibilities for participation in Swedish preschool documentation practice. The empirical data consists of 1575 photographs from six preschool classes located in different suburban areas. The thesis includes four articles that examine different aspects of the practice of pedagogical documentation. In the first article the children's own stories about the photographs are analysed. In the second article, notions of the child from photographs presented on the preschool walls and from the Swedish Curriculum for the Preschool are compared. The third article examines the content and circulation of digital photographs. Finally, the fourth article explores how children are portrayed in photographs of outdoor activities. All articles are grounded in theories about power and knowledge production, such as discourse theory, and discuss intersections between age, gender, ethnicity and class.The results show that children are capable of creating their own stories in interaction with photographs. However, their stories tend to be gender specific although the photographs mediate gender neutrality. The children mainly described their mutual relationships and, to a lesser extent, the displayed activities. The photographs align with trends of schoolification and masculine-coded production and accomplishment, while care and play are made invisible in the photographs. However, the outdoor photographs, stand out in the sample as they make children visible as sensitive and closely attached to nature. Unlike indoors photographs, outdoor photographs visibilized feminine-coded values as desirable. Outdoor and digitally circulated photographs often displayed children as anonymous, and as neutral in terms of gender and ethnicity. This could be positive since children were able to include themselves in activities represented in the photographs. At the same time, the photographs became impersonal and sometimes insipid; as the anonymisation made children's experiences and knowledge production invisible.The thesis concludes that notions of the child, communicated in preschool photographs, are conform and make competence appear as production and accomplishment, while alternative ways of being a preschool child are made invisible. Therefore, a feminist definition of professionalisation is suggested in order to increase children's participation and incorporate alternative stories in preschool knowledge production, which, in turn, can challenge the notion of the competent child.
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| 6. |
- Wahlgren, Catarina, 1967-, et al.
(författare)
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The child in the Swedish preschool photograph versus the child in the curriculum : a comparison of contemporary notions
- 2022
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- Photographs constitute an important visual language in contemporary Swedish preschool, as they are legible to young children themselves. This article aims to examine which notions of the child are represented in preschool photographs, and how these notions correlate to notions of the child expressed in Swedish preschool curriculum. The analysis uses Fairclough's critical discourse analyses and the critical concepts of performativity and celebrated subject positions. First, the curriculum's descriptions of the child and modes of learning in preschool are analysed. Second, photographs from four preschools are thematised, analysed and theorized, with a focus on the performances and subject positions repeatedly displayed. Results show that while the curriculum promotes holistic performances where play and care are interwoven with education, the photographs celebrate performances within teacher-led educational situations, and invisibilize care as well as play. The focus on education in the photographs corresponds with international trends regarding the professionalization and "schoolification" of early childhood education. Crucially this is connected to gendered meanings linked to care and education, respectively.
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