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- Gullberg, Annica, 1962-, et al.
(författare)
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Pre-service teachers' views of the child : Reproducing or challenging gender stereotypes in science in preschool
- 2018
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 48:4, s. 691-715
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Tidskriftsartikel (refereegranskat)abstract
- We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.
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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. |
- 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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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Gullberg, Annica, 1962-, et al.
(författare)
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Can the Ambition with Individualize Pedagogy Limit the Children in Pre-school?
- 2014
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Konferensbidrag (refereegranskat)abstract
- At two Swedish universities critical perspectives on gender and science were integrated as part of preschool teacher science courses. In one assignment 45 preservice teachers described and reflected upon episodes in their pre-school placements where they judged gender to be of importance and impacted the children’s science and technology learning. Two main themes regarding the view of children were identified: (1) children have a stable core identity and should be supported to ‘be who they are’, or (2) children are a “jack-of-all-trades” with potential interests in a variety of subject matter topics and that these interests could be supported by teachers. We will discuss how the different themes may affect preservice teachers’ strategies to challenge children’s stereotypical gender patterns.
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| 8. |
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| 9. |
- Hussenius, Anita, 1956-, et al.
(författare)
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"Här håller vi inte på med genus, här håller vi på med naturvetenskap"
- 2014
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Ingår i: Vetenskapsrådet Resultatdialog 2014. - : Vetenskapsrådet. - 1651-7350. ; , s. 98-108
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Lärarstudenter har följts under ett år av naturvetenskapliga kurser, där vi problematiserat den naturvetenskapliga kulturen och integrerat genusmoment. En utgångspunkt har varit att ökad genusmedvetenhet, tillsammans med kunskaper om ämneskulturen, kan ge nya sätt att förhålla sig till och arbeta med naturvetenskap. Resultaten visar att när studenter med negativa erfarenheter av naturvetenskaplig undervisning förstår hur ämneskulturen påverkat dem, så ger det dem en annan relation till ämnena. Även platsen har betydelse för att förstå känslor av alienation. Det visar sig också att genus har betydelse för vilka områden barn får tillgång till. Lärares (o)medvetna föreställningar kan innebära att de tolkar och styr barnens aktiviteter, vilket får till följd att barnen kan uppmuntras eller hämmas. Lärarens genusmedvetenhet får då ämnesdidaktiska konsekvenser. Från det empiriska materialet har vi konstruerat en modell som illustrerar lärarens utveckling av en genusmedveten undervisning.
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| 10. |
- Hussenius, Anita, 1956-, et al.
(författare)
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Interstitial spaces - a model for challenge and change.
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper introduces the concept of interstitial spaces to examine the boundaries of science, science education, pedagogy, caring, and gender to discuss the different cultures teacher students meet during their education. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries, but can also by experiencing new cultures and developing new knowledge integrate these new views into future practices. Thus, interstitial spaces establish a context for a carrier to act in ways to transform and change the cultures of disciplines. On an individual level, instead of feelings of alienation, of not fitting into a culture, the model offers a carrier the position as someone who has the potential and possibility to invoke a change, and this can be empowering.
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