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- Olsson, Maria, 1969-
(author)
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Galna kameror och barns virtuella bildseende, bildtänkande och filmgörande i förskolan
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to contribute knowledge about children’s image-vision, image-thinking and image- and filmmaking in preschool, through a collaboration with children and digital film technology, and about Gilles Deleuze’s film philosophy (1989) as well as digital videography and the methodology created in the research process. The empirical production was carried out as a digital decentralized videography, according to Pink et al. (2016), over a period of about 12 months. A total of 29 children participated in filmmaking at filmings and screenings collected in fifteen film event-logs. The researcher follows, films and interacts with the children’s filmmaking. Deleuze’s transcendental empiricism makes it possible to think about the indeterminable that is triggered in filmmaking as movement and change. Thus, internal differences are established as an immediacy between thinking and being. Feeling and being in itself can be understood as a form of consciousness in its ’own right that is both definite and indefinite. The form of the indeterminable becomes determinable within time. Deleuze’s concept crystal-image works in the analyses, unfolding the concepts mirror-image, recollection-image as well as ritornello and gallop. The concept mirror-image works as an image with two sides, the current and the virtual. In one chapter of the thesis, the researcher accompanies the children Andreas and Hanna’s filmmaking. The image of a common virtual vision is made visible and actually becomes with the digital film cameras and the speech about who sees whom. In a second chapter, the children Kim and Erik film to try to see a ghost that Erik remembers seeing in the room outside the toilets. With the concept recollection-image, the memory of a virtual ghost from the past can be re-played and actualized in the present and become visible. In a third chapter, the concepts ritornello and gallop set parallel images of time in motion towards the future. It is about how the children Isak and Rebecka film and play on rhythmic instruments. The children play their film on a screen and imitate their own movements that are visible on the screen. With the gallop, the world is coming to an end and the ritornello creates the beginning of the world possible, and takes it away from time. The results of the thesis contribute knowledge about how children’s and adults’ interaction with digital film technology can open opportunities for children and adults to interact and rethink the reality of the surrounding environment with digital film. This shows the importance of understanding how relationships between materialities, images and life in preschool are connected. In addition, the thesis contributes knowledge of how a continuous alternation between images of the actual, visible, and the virtual, invisible, can emerge in children’s filmmaking. This makes it possible to follow the children through digitized time passages and retrieve memories from the past and place them in the present, and also in the future. The thesis thus raises new questions about what kind of virtual images of realities can become available and also visible and actual, in the meeting between children’s image-vision and digital film technology.
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| 2. |
- de Ron, Anette, 1966-
(author)
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Problemlösning i matematikdidaktik och lärarutbildning : Ett mångdisciplinärt utforskande och affirmativ kritik
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phenomenon that appears in different ways in different theoretical perspectives and methodological starting points, as well as in different times and spaces. To summarize, the thesis shows that 1) there is a need for teacher education to encourage pre-service teachers to acknowledge the multiplicity regarding both knowledge of problem-solving and the solving of problems, 2) teaching in teacher education can make visible, but also question, dualities such as thinking–acting, body–soul, rationality–emotions, woman–male in order to find other ways of understanding problem-solving, 3) when aspects of gender, inequality and other sociopolitical issues are addressed in mathematics education content in teacher education, problem-solving can be linked even more to a societal context, 4) the consideration and handling of emotions in relation to mathematics is significant as a knowledge in itself and contributes to a more composed understanding of problem-solving, and 5) new dimensions of problem-solving can emerge when the planning of mathematics teaching is based on a relational understanding of learning and supported by new materialist theory. The thesis contributes with new ways of thinking about problem-solving as a composed phenomenon, what it can entail and become, and provides suggestions for an expanded and 'respons-able' understanding of problem-solving that can contribute to further develop mathematics education in teacher education.
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| 5. |
- Palmer, Anna, 1968-
(author)
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Att bli matematisk : Matematisk subjektivitet och genus i lärarutbildningen för de yngre åldrarna
- 2010
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to investigate the processes through which mathematical and gendered subjectivity is constituted, reconstituted and maintained in different situations during Early Childhood Teacher Education (ECE). In three research articles it is investigated how student teachers’ subjectivity constitutions are expressed, formulated and reformulated in different discursive and material practices. With the support of feminist poststructural theories, student teachers’ subjectification processes are investigated in relation to the subject of mathematics, gender, different learning and teaching discourses, materials and environments. During the course of the work a theoretical transit is carried out: from Judith Butler’s theories (1990, 1993 and 1997) to Karen Barad’s (2007, 2008) theoretical territory. The empirical data was collected from three cohorts (2005-2007) of a ten-week long mathematics course included in a one-year ECE course called Investigative Pedagogy – Dialogue Reggio Emilia. Examples of the data include memory stories written by student teachers, pedagogical documentation from different mathematics projects, field notes from action research studies in ECE education, survey results and students’ reports. Methodologically, in relation to the first and second articles the thesis works with feminist discourse analysis, deconstructive and performative methodology and in relation to the third article with diffractive and intra-active methodology. The results show examples of how student teachers constitute mathematical subjectivity through complex networks of social relations, learning discourses, gender, material practices, time, space and place. Taking part in alternative, aesthetic interdisciplinary learning practices changes the understanding of student teachers’ mathematical subjectivity, although not always in predictable or uncomplicated ways. In the shift from a discursive and performative way of understanding mathematical subjectivity to an agentic realistic one, the understanding of mathematical subjectivity is widened to include things, materials and environments. This shift implies a decisive meaning for how pedagogical practices can be viewed and, in the long run, how mathematics didactics can be approached for student teachers and young children alike.
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| 6. |
- Palmer, Anna, Docent, 1968-, et al.
(author)
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Dress like a winner : mathematical investigations in a design workshop in an early childhood education teacher education programme
- 2024
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In: Gender and Education. - 0954-0253 .- 1360-0516. ; 36:2, s. 198-212
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Journal article (peer-reviewed)abstract
- This article investigates alternative ways doing of mathematics in an Early Childhood Education Teacher Programme using aesthetic forms of expression, the body and reflections on ethics, gender and responsibilities in the transition from student teacher at university to a qualified preschool teacher of children aged 4–5 years. The purpose of the article is to explore an interdisciplinary mathematics workshop in which student teachers investigate mathematics with body- and hands-on crafting to better understand how young children experience learning situations. The research design draws on feminist activist social science research, including in-making and crafty research methods. Theoretically and methodologically, inspiration is drawn from relational materialism and Donna Haraway’s scientific engagement with ‘speculative fabulations’ and Anna L. Tsing’s development of ‘arts of noticing’. The study shows that learning mathematics through the body, concrete materials, scientific concepts and fiction can be helpful in the transition from student teacher to preschool teacher.
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- Palmer, Anna, Docent, 1968-
(author)
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Lyssnande-berättande med barn i förskolan : Att möta framtidens sociala, etiska och politiska utmaningar ihop med förskolebarn
- 2022
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In: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 19:4, s. 10-28
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Journal article (peer-reviewed)abstract
- Syftet med den här artikeln är att med utgångspunkt tagen i barns berättelser om framtiden utforska andra och nya sätt att ”lyssna-berätta” inom förskoleforskningen. Med grund i den italienska staden Reggio Emilias verksamhet och Loris Malaguzzis och Carla Rinaldis arbeten och utveckling av Reggio Emilias pedagogiska filosofi tillsammans med förskolebarn för mer än 70 år sedan vidareutvecklas i den här artikeln en uppdaterad lyssnande pedagogik, inspirerad av Donna Haraway och Anna Tsing, feministisk nymaterialism och aktivistisk berättandeforskning. Empiriskt material är pedagogisk dokumentation som producerats inom ramen för en interventionsstudie där barn tillsammans med pedagoger utforskat hur det skulle kunna vara att leva och bo i framtiden. Teoretiskt-metodologiskt hämtas inspiration från feministisk forskningsmetodologi och de vetenskapliga metoderna storytelling och arts of noticing. Studien visar att när Reggio Emilias lyssnande förflyttas till en nutida praktik med feministiskt nymaterialistiska teorier och skalanalyser framträder ett vidgat sympoietiskt (samhandlande) och polyfoniskt (flerstämmigt) lyssnande-berättande som väver ihop förskolan med vår nutida omvärld och samtida och kommande samhällskriser.
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