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- Ah-King, Malin, 1973-
(författare)
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Queering animal sexual behavior in biology textbooks
- 2013
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Ingår i: Confero. - : Linkoping University Electronic Press. - 2001-4562. ; 1:2, s. 46-89
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Tidskriftsartikel (refereegranskat)abstract
- Biology is instrumental in establishing and perpetuating societal norms of gender and sexuality, owing to its afforded authoritative role in formulating beliefs about what is “natural”. However, philosophers, historians, and sociologists of science have shown how conceptions of gender and sexuality pervade the supposedly objective knowledge produced by the natural sciences. For example, in describing animal relationships, biologists sometimes use the metaphor of marriage, which brings with it conceptions of both cuckoldry and male ownership of female partners. These conceptions have often led researchers to overlook female behavior and adaptations, such as female initiation of mating. Such social norms and ideologies influence both theories and research in biology. Social norms of gender and sexuality also influence school cultures. Although awareness of gender issues has had a major impact in Sweden during recent years, the interventions conducted have been based on a heteronormative understanding of sex; this has rendered sexual norms a non-prioritized issue and thereby rendered non-heterosexuals invisible in teaching and textbooks. Since this research was published in 2007 and 2009, norm critical pedagogics have been included in the Swedish National Agency for Education’s guidelines for teaching. This inclusion represents one way to tackle the recurring problem of heterosexuality being described as a naturalized “normal” behavior and homosexuals, bisexuals and transsexuals being described from a heteronormative perspective. In this paper, I employ gender and queer perspectives to scrutinize how animal sexual behavior is described and explained in Swedish biology textbooks. The analysis is based in gender and queer theory, feminist science studies, and evolutionary biology. The article begins with an outline a discussion of my theoretical framework, relating gender and queer perspectives on evolutionary biology to a discussion of queer methodology. I then scrutinize some empirical examples drawn from five contemporary biology textbooks used in secondary schools (by students aged 16-18 years old). Finally, I discuss the implications of the textbooks’ representations of animal sexual behavior, the problems of and need for a “textbook-version”, and providing examples of what an inclusive approach to biology education might look like.
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- Forsell, Johan, 1980-, et al.
(författare)
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Editorial: Navigating in a Measurable Epistemic Landscape
- 2020
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Ingår i: Confero. - : Linköping University Electronic Press. - 2001-4562. ; 7:1, s. 5-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- For this special issue on Navigating in a Measurable Epistemic Landscape we invited contributions from scholars with various disciplinary backgrounds to debate the measurable epistemic values, logics and practices of educational institutions such as school and university. Hence, we further the discussion of Confero’s first issue Managing by Measuring: Academic Knowledge Production under the Ranks (Nylander et al., 2013) by highlighting the measurable epistemic landscape of the broader educational system.
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- Forsell, Johan, 1980-, et al.
(författare)
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The “Bashing” of Education Research
- 2018
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Ingår i: Confero. - : Linköping University Electronic Press. - 2001-4562. ; 6:1, s. 5-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.
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- Hjertström Lappalainen, Jonna, 1969-
(författare)
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The Formation of Thinking
- 2020
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Ingår i: Confero. - Linköping : Linköping University Electronic Press. - 2001-4562. ; 7:1, s. 10-33
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, we have seen examples of how political leaders, such as Bolsonaro in Brazil or Orbán in Hungary, have controlled and restricted the freedom of the university in a way that frightens us and reminds us of the inherent fragility of our own societies. However horrible these political acts are, I would like to claim that there is a danger in letting oneself be hypnotized by those who hold political power and who, through dramatic gestures and authoritarian rule, suffocate free thought. Equally important is to pay attention to the slow and barely noticed political processes in which, through government directives and reforms based on economically motivated ideas about efficiency and employability, officials and authorities limit the freedom of higher education. An example of such a process I would like to scrutinize is how thinking came to be regarded as a generic skill in the Western education system.
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- Hornberger, Nancy H., et al.
(författare)
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Sámi time, space and place : exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi
- 2015
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Ingår i: Confero. - : Linkoping University Electronic Press. - 2001-4562. ; 3:1, s. 1-46
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Tidskriftsartikel (refereegranskat)abstract
- Late in the evening before a regular school day, the mother of a Sámi family gets a call from her husband working at the reindeer corral saying that the reindeer will be brought in for separation and round-up early in the next morning. In the morning the rest of the family will join the father and other relatives at the reindeer corral and will be working late with the reindeers that day. At school the teachers get the information about the reindeer roundup from those children that are present in the morning, or from Sámi colleagues that have also gone to the corral. That day must, for the most part, be rescheduled at very short notice. The reactions to the changes are varying amongst the staff. The time used for rescheduling and planning the rest of that school day, or the coming couple of days, is not something that any member of the staff is looking forward to, but the attitudes, frustration and values that relate to the unpredictability of everyday life and the peculiarities of this particular cultural context are experienced in many different ways.
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