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- Günther-Hanssen, Anna
(författare)
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Barn, naturvetenskap och könande processer i förskolan
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore how scientific phenomena, together with other agents (human and nonhuman) in preschool, participate in and co-create gendering processes as well as children’s emergent scientific explorations. These are seen as mutual processes emerging in the daily doings and routines in preschool. As a theoretical and methodological foundation, a new materialist perspective drawing on Karen Barad’s (2007) theory of agential realism and diffractive methodology were used, as well as de Freitas and Palmer’s (2016) notion concerning how scientific concepts can work as creative playmates in children’s explorations. The thesis includes four papers that build on data conducted during a field study in a Swedish preschool, together with 25 five year-old children and three teachers. Participant observations, including video recordings and field notes were made over a period of 5 months. The results show that, if and how children get to engage with emergent science is linked to if and how they manage to occupy space and co-act with different materials. As the children were co-acting with different materials, scientific phenomena could make themselves known and intelligible to the children. This means that becoming scientific is something that is enabled in entanglements. One important result connected to this is that these entanglements can include ways and agents not commonly thought of as “scientific”, such as a drawing table, hearts, and feminine discourses. Another result is that even though girls and boys explore together within the same activity, this does not automatically lead to a situation that is more equal. From these results I discuss how children’s emergent scientific explorations are always part of larger, gendered processes. I also discuss the importance to highlight how science in preschool can be “done” in various ways. Otherwise there is a risk that the false picture could be created that some children, already at preschool age, are more “suitable” for science, while others are created as “less suitable”, just as can occur in school and higher education. Furthermore, during the discussion I show how scientific phenomena can work as tools for teachers to approach gendering processes together with.
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- Fabri, Anna, et al.
(författare)
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Improving a Swedish health practice for refugees through participatory action research : potentials and constraints
- 2023
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Ingår i: Educational action research. - : Routledge. - 0965-0792 .- 1747-5074. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- his paper reports on a two-year project focusing on health com-municators working with refugees in Sweden. By employing parti-cipatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recog-nised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to imple-ment change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowermentT
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- Günther-Hanssen, Anna, et al.
(författare)
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From swings, through physics, to pendulums, to gendering. : Re-turning diffractive analyses on science and gender in preschool.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this methodological paper we are re-turning (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, in press; 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. To do so we engage with how embodiment and re-actualized experiences of swinging came to matter. After this we re-turn how smaller events in the data always are part of larger situations. For this task we elaborate with writing different situations from the data through one another. As we keep on re-turning the analysis, new diffraction patterns evolve 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 and approach gendering in preschool together with.
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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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- Serder, Margareta, Universitetslektor i utbildningsvetenskap, 1971-, et al.
(författare)
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Vetenskaplig läskunnighet
- 2021. - 1
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Ingår i: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 26-48
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Bergstedt, Bosse, et al.
(författare)
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Inledning
- 2016
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Ingår i: Gränsløs : tidskrift för studier av Öresundsregionens historia, kultur och samhällsliv. - : Centrum för Danmarkssstudier, Lunds universitet. - 2001-4961. ; :7, s. 5-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Bergstedt, Bosse, et al.
(författare)
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Inledning
- 2016
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Ingår i: Gränsløs. Tidskrift för studier av Öresundsregionens historia, kultur och samhällsliv.. - 2001-4961. ; 7, s. 5-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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