| 1. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Advancing feminist relationality in childhood studies
- 2023
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Ingår i: Childhood. - 0907-5682 .- 1461-7013. ; 30:4, s. 471-486
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Tidskriftsartikel (refereegranskat)abstract
- Relationality has become central to Childhood Studies and even described as its ontological ground. Feminist theories offer articulate theorizing on relationalities, yet feminist ideas of relationality have not had a significant impact on Childhood Studies. Through focusing on feminist notions of corporeal specificity, sexual-temporal difference and asymmetry, and transcorporeality, this paper argues that feminist theorizations open up a space to engage with childhood and children’s lives as not only relational or entangled, but as inevitably imbricated in relations of power.
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| 2. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
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| 3. |
- Bodén, Linnea, 1981-
(författare)
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In the middle of a standardized test : The emerging relations of young children in research
- 2024
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Ingår i: Contemporary Issues in Early Childhood. - : SAGE Publications. - 1463-9491. ; :1, s. 62-79
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Tidskriftsartikel (refereegranskat)abstract
- The performance of standardized tests is an ongoing matter of concern for childhood researchers.Standardized tests are often described as neglecting the ethical complexities of doing research withyoung children. However, this critique is primarily presented in general terms, and does not attendto the locality and specificity of particular test situations. With this as a starting point, the aim ofthis article is to challenge a narrow understanding of standardized tests as activities done ‘on’ chil-dren and examine the complexities of emerging relations in test situations performed in Swedishpreschools. Through analysing video recordings made as part of an intervention project, the articlefocuses on the practices that surface in test situations with four- to six-year-olds. Inspired byHaraway and Strathern, the article puts to work a relational approach to analysing the test situa-tions. This approach contributes with an understanding in which the contextual details are takeninto account, which in turn highlights how the atypical and the moving are often the standard instandardized testing. The insights from a relational analysis point to important aspects to considerin the performance of standardized tests: it matters to attune to and problematize a narrow under-standing of standardized tests; it matters to consider the local specificities; and it matters to scru-tinize in new ways the relations between children and researchers.
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| 4. |
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| 5. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Nothing, Anything, and Everything : Conversations on Postqualitative Methodology
- 2021
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Ingår i: Qualitative Inquiry. - : SAGE Publications. - 1077-8004 .- 1552-7565. ; 27:2, s. 192-197
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we elaborate on postqualitative methodology by engaging with two questions: What does postqualitative mean? Why is the postqualitative movement important? The engagement with these questions evokes a conversation, which becomes our methodology. The conversation is an assemblage, always multiple and collective. This allows us to acknowledge the messy and hybrid processes of knowledge production, and it forces us to be responsive to moments and movements, while remaining vague and ambivalent. As such, the postqualitative provides us with nothing. Simultaneously, it offers tools to navigate and can turn into anything. Nonetheless, it implies hope and is therefore everything.
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| 6. |
- Bodén, Linnea, 1981-
(författare)
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On, to, with, for, by : ethics and children in research
- 2021
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Ingår i: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277.
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Tidskriftsartikel (refereegranskat)abstract
- The ethics of the participation of children in research have attracted the attention of childhood researchers for thirty years. By analysing central scholarly work in childhood sociology and in early childhood education research, the aim of this paper is to unfold, but also queer how ethics are articulated within literature that discusses children in research. Through the methodology of tracing-and-mapping, a map is constructed that displays how children in research are articulated in relation to the prepositions on, to, with, for and by. The map shows how these prepositions form a value scale, underpinned by certain philosophical assumptions about ethics. By relating this to a randomized control trial (RCT) study performed in Swedish preschools, the paper highlights the fact that it is not necessarily more ethical if the research is done by children, than on children. This contributes to a renewed and extended reflection on ethics, that throughly problematize a placing of research on a ‘scale of ethics’ – ranging from bad to good.
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| 7. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 8. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Relational Materialism
- 2020
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Ingår i: The Oxford encyclopedia of qualitative research methods in education. - : Oxford University Press. - 9780190643768 - 9780190643751
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Bokkapitel (refereegranskat)abstract
- Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be narrowed down to three key principles: the principle of general symmetry; the principle of material semiotics; and the principle of method. The enactment of relational materialism depends on how these principles come to work in the engagement with central educational problems, such as subjectivity, performativity and practice. Relational materialism takes the starting-point in the problems and concerns of human and material actors or agents, for whom the research can make a difference. While doing so, it acknowledges the methodological difficulties and possibilities when carefully attending simultaneously to discourse, materialities and their relations. Striving towards a methodological sensibility, the enactment of relational materialism in education research entails the emergence and creation of more and multiple methods to know the multiple realities of education. This also makes it possible for relational materialist research to become productive of new and additional educational realities that can, perhaps, make an affirmative difference to the actors or agents concerned.
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| 9. |
- Bodén, Linnea, 1981-
(författare)
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Seeing red? : The agency of computer software in the production and management of students’ school absences
- 2013
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Ingår i: QSE. International journal of qualitative studies in education. - : Routledge. - 0951-8398 .- 1366-5898. ; 26:9, s. 1117-1131
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Tidskriftsartikel (refereegranskat)abstract
- An increasing number of Swedish municipalities use digital software to manage the registration of students’ school absences. The software is regarded as a problem-solving tool to make registration more efficient, but its effects on the educational setting have been largely neglected. Focusing on an event with two students from a class of 11-year-olds, the aim of the paper is to explore schools’ common uses of computer software for registering absence in order to understand how materialities – like the software – are entangled with the production of school absence. In the paper, the Deleuzio–Guattarian concept of the assemblage is put to work within a feminist relational materialist framework. This enables an understanding of the complexity of school absence, where materialities of the educational setting are theorized as entangled with social and gendered discursive components.
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| 10. |
- Bodén, Linnea, 1981-
(författare)
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The presence of school absenteeism : Exploring methodologies for researching the material-discursive practice of school absence registration
- 2015
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Ingår i: Cultural Studies - Critical Methodologies. - : Sage Publications. - 1532-7086 .- 1552-356X. ; 15:3, s. 192-202
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Tidskriftsartikel (refereegranskat)abstract
- In the vast majority of Swedish schools, computer software is used for the registration of the absences and presences of students. How can the material-discursive engagements and practices of registration be researched? The article elaborates, from an agential realist account, on “doing research” in relation to the phenomenon of school absence. Through experimenting with intraviewing, the expressions and actions of materialities are acknowledged and the subject-centrism of conventional humanist qualitative interviewing is questioned. The posthumanist theories engaged with open up a rethinking of the production of data within qualitative research, and a discussion of the inseparability of data, analysis, thinking, and writing. The knowledge created on registration as an embodied, material, affective, and intraactive practice produces school absence as a reality where the computer software is always already a part of the phenomenon and thus needs to be an agential part of researching registration.
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