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- Scantlebury, Kathryn, 1958-, et al.
(författare)
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Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be
- 2020. - 1
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Ingår i: Transdisciplinary Feminist Research: Innovations in Theory, Method and Practice. - London : Routledge. - 9780367190040 - 9780429199776 ; , s. 184-197
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Bokkapitel (refereegranskat)abstract
- For several decades, feminist scholars have critiqued science and challenged its premises especially those that separate the researcher from the researched in a search for objectivity or that seek to write out women from the historical development of science (Stengers, 2018). Yet most of these critiques have focused on the disciplines of biology and physics with few offering a feminist critique of chemistry’s underlying principles and assumptions. Rather, studies in the construction of chemistry are often atheoretical with regards to gender and race, rarely offering any examination of power structures or any critical examination of the sociocultural aspects of learning chemistry and the gendered construction of the discipline. In the late 1980s and 1990s feminist scholars critiqued the gendered nature of science (Schiebinger, 1999; Tuana, 1989). Haraway (1988) challenged feminists to engage with the material because the discourse that built science and technology produced a matrix of domination. More recently, Barad (2007) building upon Haraway’s theories, and using Bohr’s epistemological framework, published a ground-breaking, field defining text, challenging us and the rest of humanity to ‘meet the universe halfway’ by becoming entangled with matter and materiality. Taken together, these authors present us with the question of whether there are transdisciplinary ways to explore the nature of chemistry and chemistry education that undermine the gendered nature of the discipline, while also remaining true to the tenets of feminist materiality. Lykke (2010) noted that transdisciplinary research poses and explores research questions that do not belong within existing disciplines and as such have the potential to generate new knowledge and areas of inquiry not accessible to a traditional discipline such as chemistry. This chapter responds to these provocations in ways which speak into feminism’s critique of the power structures that facilitate/cause inequities, especially as they pertain towards women and girls. In it, we explore the use of research|practices, such as cogenerative dialogues (cogens), snaplogs, and shadowing as feminist strategies to illustrate transdisciplinary material feminist research, and how these research strategies entangle humans with images, instruments, matter and material in the construction of chemical phenomena, knowledge, ontology and epistemology. We discuss how cogens, snaplogs, and shadowing are research|practices that challenge the current power structures and problematize the hierarchy in teaching chemistry, while generating research questions not yet asked within the discipline. Our scholarly ‘location’ within science education/science as feminist researchers places us in a transdisciplinary ‘transition state’ that produces unsettled feelings. A transition state, in a chemical sense, is explained further below but it represents an unstable ‘condition’ where it is impossible to halt/remain – you either return back from where you came or move to a new position. Our research identities as chemists/chemistry educators may invoke certain ‘scientific’ practices in conducting, reporting and teaching in our discipline yet those ‘scientific practices’ can be in conflict with material feminism practices – and vice versa. These different practices are grounded in different perceptions of knowledge, where ‘pure’ chemistry and traditional chemistry teaching has not embraced, or is even aware of, Barad’s agential realism. Thus, located in a chemistry department surrounded by chemists who are ignorant of material feminism causes tensions that put us in an unstable ‘condition’. And gender studies scholars often are uninformed about natural sciences practices and perceptions of knowledge. Regardless, when we are in an unstable transition state connected with unsettled feelings, forced by pressure from the surrounding or our own ‘inner’ experience of being uncomfortable, we may adjust back within the borders of the local setting/discourse. But transition states have the potential to generate opportunities for something new that would be impossible within a traditional discipline, and thus may constitute a mountain pass (see below) for feminist transdisciplinary change.
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| 2. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
- 2020
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Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 15:2, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.
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| 3. |
- 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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| 4. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Genusperspektiv i naturvetenskaplig undervisning
- 2006
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Ingår i: Naturfagsdidaktikkens mange facetter. - Köpenhamn : Danmarks Paedagogiska Universitets Forlag. - 8776840875 ; , s. 95-102
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Konferensbidrag (refereegranskat)abstract
- Våren 2005 har ett skolutvecklingsprojekt initierats tillsammans med åtta verksamma lärare för att studera om en ökad genusmedvetenhet kan påverka undervisningen inom naturorienterade ämnen (NO) och teknik. Lärargruppen har tillsammans med projektansvariga diskuterat litteratur från forskning inom genusvetenskap och ämnesdidaktik vid sammanlagt sju seminarietillfällen. Lärarna uppmärksammar könsbundna attitydskillnader till naturvetenskap och teknik. En ökad insikt om flickors behov av att se helheter och förstå sammanhang har fått lärarna att tänka kring sin undervisning i NO/teknik på ett nytt sätt. Lärarna har bland annat provat att presentera samma undervisningsmoment på olika sätt i flick- respektive pojkgrupper. Träning och erfarenhet inom ett område som eleverna tidigare inte behärskar, skapar trygghet och förtrogenhet med ämnet och därigenom kan attitydskillnader överbryggas. För att bättre kunna förmedla ett intresse och engagemang till eleverna uttrycker lärarna en önskan om kompetensutveckling inom NO/teknik. I artikeln presenteras delresultat från intervjuer med fyra av de deltagande lärarna.
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| 8. |
- Anderssson, Kristina, 1961-, et al.
(författare)
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Chafing borderlands : Obstacles for Science Teaching and Learning in Teacher Education
- 2014
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Konferensbidrag (refereegranskat)abstract
- A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good". In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012). However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science? The intervention, data collection and analysisIn an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.
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