| 1. |
- 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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| 2. |
- 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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| 3. |
- Ideland, Malin, 1970-, et al.
(författare)
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Problem solved! How eduprenuers enact a school crisis as business possibilities
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:1, s. 83-101
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how a growing apparatus of edupreneurial actors offers solutions for the current ‘school crisis’ and how these commercial actors become taken for granted in the public school system. The Swedish case is interesting, as it involves a once-strong welfare state that is now associated with both the neoliberal discourse of competition and the outsourcing of policy work. Two examples – research-based education and the digitalization of education – serve to illustrate how a crisis narrative is translated into edupreneurial business ideas and how companies become established in the edupreneurial market through ‘public/private statework’. Bacchi’s notion of problematization is used to analyse processes through which the crisis has become a hegemonic truth and thus an obvious object for (business) intervention. In addition, this study shows how the commodification of school limits what becomes the ‘research base’ for schooling. The results point to the importance of how the problem is constructed and what is represented (or not) in this problematization process, for example, how critical research is left out. Another important conclusion is that the crisis narrative and policy reforms nurture the existence of these private companies.
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| 4. |
- Jobér, Anna, 1975-, et al.
(författare)
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Hopes and Anticipations within Artificial Intelligence in Education.
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The digitalization of the school has been an ongoing process for over 50 years. Often, investments in digital technology have been argued for in relation towards the future, mainly to a future society and working life where new knowledge (linked to the new digital technology) is needed. However, the expectations associated with digital technology have rarely been met and the recurring initiatives have, after evaluations, been followed by a debate on failure, which is not infrequently directed at the school and its staff (Eriksson- Zetterqvist et al., 2006). The concept of disruptive innovation taken from marketing theory has been used by Christo Sims (2017) to describe this phenomenon. There are signs that AI in education (AIED), is the next major digital innovation directed to schools, discursively described as a disruptive innovation with great potential for improving, changing and streamlining education (Sims, 2017). This presentation reports from a literature review that aims to explore the discourses that surround AIED and the hopes that are put into education through AIED. The review will focus on research from the last decades in the area of AIED, to investigate hopes and anticipations tied to AI and what problems AI should solve in education. Methodologically, the literature review will start with a systematic analysis of peer-review articles that will quantify the articles in different categories. The articles will thereafter be analysed with a theoretical framework labelled by Bacchi (2012) as a “What’s the problem represented to be” – analysis. Expected finding could be related to the fact that digitalisation of education has more than many other fields within been influenced by corporate edu-businesses (Ideland, Jobér, & Axelsson, 2021; Player-Koro, Bergviken Rensfeldt & Selwyn, 2018; Williamson, 2015). One hypothesis is therefore that financial arguments could be found rather than possibilities for AIED to increase equality, democracy, and diversity (Dixon-Román et al., 2019; Hsratinksy et al., 2019). E.g., have democracy become a commodity to trade within the ed-tech business? The results from the analyses will be related to the Nordic context and the Nordic steering documents and what they state regarding digitalization in general and AIED more specifically. The conclusion focuses on what kind of narratives that are brought forward in order to identify further research needs but also discuss how this shape and form the future ed-tech field.
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| 5. |
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| 6. |
- Jobér, Anna, 1975-, et al.
(författare)
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Vetenskapliga teoriers funktion och roll i utbildning
- 2021. - 1
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Ingår i: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 15-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I denna antologi har vi samlat en mängd teorier som är betydelsefulla för förskolans och skolans verksamhet, och i synnerhet de som gäller undervisning, fostran och barngruppens eller klassrummets ledarskap. I det här kapitlet beskriver vi de olika funktioner som teorier oftast har i det utbildningsvetenskapliga fältet och ger en introduktion till boken och hur du som läsare kan närma dig olika teoriers begreppsväldar.
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| 7. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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De-politicised effects with networked governance? : An event ethnography study on education trade fairs
- 2021
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores educational trade fairs as part of the contemporary networked governance of public sector education. The focus is on the forms and functions of network governance in educational trade fairs and how different powers of private and public networking actors and ideas are played out, including the wider implications for education. Based on an event ethnographic case study of a Nordic educational technology fair, the study identifies three significant forms of how network governance powers are constituted: through consensual culture, blurred public-private actor roles, and market individualised addresses. Together this network governance has de-politicising effects that mask power imbalances and evoke democratic challenges for public sector education. The paper discusses how diffused market networking powers shape a national public education sector, and the forms of resistance and responsibilities within such governance. The merits of in-depth process-based event ethnography, which includes social media data, are raised and problematised.
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| 8. |
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Vetenskapliga teorier för lärare
- 2021. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den utbildningsvetenskapliga kärnan är gemensam för alla lärarstuderande i Sverige och ska innehålla de grundläggande kunskaper och färdigheter som blivande förskollärare och lärare behöver. Den fungerar därmed som en gemensam bas och utgör i förlängningen grunden för ett gemensamt professionsspråk.Antologin beskriver en bred palett av teorier och perspektiv från olika kunskapsdiscipliner, däribland sociologiska, psykologiska, didaktiska, pedagogiska och naturvetenskapliga kunskapsområden. Boken diskuterar också hur vetenskap kan läsas och förstås i ett kapitel som behandlar vetenskaplig läskunnighet. Kursboken Vetenskapliga teorier för lärare riktar sig i första hand till lärarstuderande, men kan med fördel läsas också av aktiva lärare och VFU-handledare. Teorier är redskap både för vetenskaplig kunskapsproduktion och för att tolka och förstå såväl kunskaper som egna erfarenheter. På så sätt är teoretiskt kunnande en väsentlig del i det som lärare i en utbildning som ska vila på vetenskaplig grund och beprövad erfarenhet behöver erövra.
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