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- Günther-Hanssen, Anna, fil. Doktor, et al.
(författare)
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From swings, through physics, with pendulums, to gendering : Re-turning diffractive analyses on science and gender in preschool
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:2, s. 21-43
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool.
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- Areljung, Sofie, 1983-, et al.
(författare)
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STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?
- 2022
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Ingår i: Contemporary Issues in Early Childhood. - : Sage Publications. - 1463-9491 .- 1463-9491. ; 23:4, s. 500-503
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- STEAM (science, technology, engineering, arts and mathematics) education is currently gainingground in many parts of the world, particularly in higher stages of the educational system.Foreseeing a development of STEAM policy and research also in the early years, this colloquiumseeks to bring questions of gendering processes to the table. The authors aspire to prevent thedevelopment of a gender-blind STEAM discourse for early childhood education. Instead, theyencourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.
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- Günther-Hanssen, Anna, fil. Doktor
(författare)
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A new materialist rethinking of preschool children’s interests and explorations
- 2016
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Konferensbidrag (refereegranskat)abstract
- A new materialist rethinking of preschool children’s interests and explorations Anna Günther-Hanssen1 1Department of Education, Uppsala University, Sweden I aim to explore gender connected to children’s interests and explorations in preschool using new materialist theory, with focus on Barad’s agential realism and Deleuze and Guattari´s philosophy of immanence. The Swedish preschool curriculum is diffused by a notion of the importance of following, challenging and highlighting the interests and explorations of the children. I am especially interested in affordances of using the concepts of desire, the virtual and performative agents to explore this notion further. In applying these concepts I hope to open up new possibilities for understanding children’s interests and strategies connected to gender aspects and new potentialities in subjectification and learning. For example, I am interested in exploring the concept of desire as a thinking tool instead of looking at children’s explorations as motivated by ‘interest’. Sandvik (2013) states that desire can be seen as constituted by the performative agents (Barad, 2007) in each situation. She also points out that the performative agents in preschool, at least partly, get their agency from the virtual landscape (thoughts, images, dreams, the past, the present, potential becomings) that surrounds them in that moment. Thus, this virtual landscape, which can include gender in different ways, can be seen as co-creator of agency or power, in other words co-creator of children’s explorations, interests and potentialities. At the conference I will present some preliminary results from my analysis of video recordings of preschool practice, and would like to discuss the potentialities of the concepts mentioned connected to gender and preschool.Barad, K. (2007). Meeting the universe halfway. Quantum physics of the entanglement of matter and meaning. London: Duke Universal Press.Sandvik, N. (2013). Medvirkning og handlingskraft i småbarnspedagogiske praksiser : Horisontalt fremforhandlet innflytelse. (2013:141), NTNU.
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- Günther-Hanssen, Anna, fil. Doktor
(författare)
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Children´s constructions of questions and theories in bodily encounters with “the more than human” in preschool
- 2016
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Konferensbidrag (refereegranskat)abstract
- The aim of my research is to, together with new materialist philosophy, explore preschool children’s construction of questions and theories related to transdisciplinary natural science, as well as the mutual processes of learning and (gendered) becoming´s in which this takes place. The preschool environment and materials have for a long time been considered as something very important for children’s development and learning. However, a perspective on meaning making as starting from human beings/the subject has been common, as well as a focus on interpersonal relations when it comes to gender. Every day, children and teachers are entangled with, as well as co-acting with, various kinds of materials, things, rooms, spaces, toys and so on in preschool. According to new materialist thought, we both learn and become as (gendered) subjects in these entanglements or intra-activity (Barad, 2007). One of the main questions of the study is;What new insights/ understandings concerning children’s questions and theories in relation to natural science, does a focus on children’s co-acting´s with materiality, as well as a transdisciplinary approach, open up for? The first preliminary results will be conducted as the field study starts, autumn 2016/spring 2017. The data collection/construction will be in close collaboration with teachers and children and consist of video recordings, photographs and focus group interviews. Some of the expected outcomes of the study is to create knowledge concerning how children’s construction of questions and theories takes place in their entanglements with “the more than human”(Blaise, 2014) or/and in their co-acting, vibrations and resonance, together with the surrounding/world (Olsson, 2009). The analysis is also likely to bring aspects of how these entanglements connect to “bodily potential” (Ibid, 2009) to the fore. The transdisciplinary approach aims at constructing knowledge concerning how natural science can be understood in new ways in preschool. Barad, K. (2007). Meeting the universe halfway. Quantum physics of the entanglement of matter and meaning. London: Duke Universal Press.Blaise, M. (2014). Gender Discourses and Play. In L. Brooker, M. Blaise & M. Edwards (Eds.), The SAGE Handbook of Play and Learning in Early Childhood: SAGE Publications Ltd.Olsson, L. M. (2009). Movement and Experimentation In Young Children's Learning. Deleuze and Guattari in early childhood education. London: Routledge.
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- Günther-Hanssen, Anna, fil. Doktor
(författare)
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How do orientations matter in preschool education : Places, choices, and gendering processes in preschool
- 2021
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Konferensbidrag (refereegranskat)abstract
- The aim of this presentation is (1) to highlight how an activity choosing system in a preschool co-created the children’s choices, explorations, and relations with each other (2) to explore the potential of using the concept of orientations (Ahmed, 2010) to understand gendering processes and gendered bias choices in (preschool) education. The presentation builds on a project on emergent science and gendering in preschool (Günther-Hanssen, 2020). Data for the project was conducted during a field study in a Swedish preschool with 25 5-year old children. The analysis is guided by a new materialist perspective, especially Sara Ahmed’s (2010) concept of orientations as well as Karen Barad’s diffractive methodology (Barad, 2014). During the presentation I re-turn (to) data from the research project together with the concept of orientations, and by using diffractive writing – writing different situations through one another (Günther-Hanssen, Jobér & Andersson, accepted). The expected findings concern how the preschool environment directed the children to orient towards some places and activities where their bodies seemed to “be in place”, and how certain spaces became oriented towards certain bodies. They also concern how the children’s gendered explorations and potential interests were specifically co-created by the activity choosing system used in the preschool. Instead of supporting the children to make their own choices of where to be and what to do, the choosing system co-created exclusion and inclusion by gender, affecting where, what and how individual children could orient, explore and become. These results are of relevance for Nordic Educational research since children’s interests and own choices is seen as a core feature in both policy and practice in in preschool education within the Nordic countries.
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