| 1. |
- Bodén, Linnea, 1981-, et al.
(author)
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Advancing feminist relationality in childhood studies
- 2023
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In: Childhood. - 0907-5682 .- 1461-7013. ; 30:4, s. 471-486
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Journal article (peer-reviewed)abstract
- Relationality has become central to Childhood Studies and even described as its ontological ground. Feminist theories offer articulate theorizing on relationalities, yet feminist ideas of relationality have not had a significant impact on Childhood Studies. Through focusing on feminist notions of corporeal specificity, sexual-temporal difference and asymmetry, and transcorporeality, this paper argues that feminist theorizations open up a space to engage with childhood and children’s lives as not only relational or entangled, but as inevitably imbricated in relations of power.
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| 2. |
- Bodén, Linnea
(author)
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Dexter time : The space, time, and matterings of school absence registration
- 2016
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In: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 37:2, s. 245-255
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Journal article (peer-reviewed)abstract
- Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.
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| 3. |
- Bodén, Linnea, 1981-
(author)
-
Diffraktiv analys
- 2024. - 4
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In: Handbok i kvalitativ analys. - Stockholm : Liber. - 9789147150298 ; , s. 156-173
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Book chapter (pop. science, debate, etc.)
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| 4. |
- Bodén, Linnea, 1981-, et al.
(author)
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Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
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In: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
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Journal article (peer-reviewed)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
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| 5. |
- Bodén, Linnea
(author)
-
Frånvaro på skärmen : En essä
- 2017
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In: Posthumanistisk pedagogik. - Malmö : Gleerups Utbildning AB. - 9789140695024 ; , s. 15-24
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Book chapter (pop. science, debate, etc.)
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| 6. |
- Bodén, Linnea
(author)
-
Going with the affective flows of digital school absence text messages
- 2017
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In: Learning, Media and Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 42:4, s. 406-419
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Journal article (peer-reviewed)abstract
- Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.
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| 7. |
- Bodén, Linnea, 1981-
(author)
-
In the middle of a standardized test : The emerging relations of young children in research
- 2024
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In: Contemporary Issues in Early Childhood. - : SAGE Publications. - 1463-9491. ; :1, s. 62-79
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Journal article (peer-reviewed)abstract
- The performance of standardized tests is an ongoing matter of concern for childhood researchers.Standardized tests are often described as neglecting the ethical complexities of doing research withyoung children. However, this critique is primarily presented in general terms, and does not attendto the locality and specificity of particular test situations. With this as a starting point, the aim ofthis article is to challenge a narrow understanding of standardized tests as activities done ‘on’ chil-dren and examine the complexities of emerging relations in test situations performed in Swedishpreschools. Through analysing video recordings made as part of an intervention project, the articlefocuses on the practices that surface in test situations with four- to six-year-olds. Inspired byHaraway and Strathern, the article puts to work a relational approach to analysing the test situa-tions. This approach contributes with an understanding in which the contextual details are takeninto account, which in turn highlights how the atypical and the moving are often the standard instandardized testing. The insights from a relational analysis point to important aspects to considerin the performance of standardized tests: it matters to attune to and problematize a narrow under-standing of standardized tests; it matters to consider the local specificities; and it matters to scru-tinize in new ways the relations between children and researchers.
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| 8. |
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| 9. |
- Bodén, Linnea, 1981-, et al.
(author)
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Nothing, Anything, and Everything : Conversations on Postqualitative Methodology
- 2021
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In: Qualitative Inquiry. - : SAGE Publications. - 1077-8004 .- 1552-7565. ; 27:2, s. 192-197
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Journal article (peer-reviewed)abstract
- In this article, we elaborate on postqualitative methodology by engaging with two questions: What does postqualitative mean? Why is the postqualitative movement important? The engagement with these questions evokes a conversation, which becomes our methodology. The conversation is an assemblage, always multiple and collective. This allows us to acknowledge the messy and hybrid processes of knowledge production, and it forces us to be responsive to moments and movements, while remaining vague and ambivalent. As such, the postqualitative provides us with nothing. Simultaneously, it offers tools to navigate and can turn into anything. Nonetheless, it implies hope and is therefore everything.
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| 10. |
- Bodén, Linnea, 1981-
(author)
-
On, to, with, for, by : ethics and children in research
- 2021
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In: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277.
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Journal article (peer-reviewed)abstract
- The ethics of the participation of children in research have attracted the attention of childhood researchers for thirty years. By analysing central scholarly work in childhood sociology and in early childhood education research, the aim of this paper is to unfold, but also queer how ethics are articulated within literature that discusses children in research. Through the methodology of tracing-and-mapping, a map is constructed that displays how children in research are articulated in relation to the prepositions on, to, with, for and by. The map shows how these prepositions form a value scale, underpinned by certain philosophical assumptions about ethics. By relating this to a randomized control trial (RCT) study performed in Swedish preschools, the paper highlights the fact that it is not necessarily more ethical if the research is done by children, than on children. This contributes to a renewed and extended reflection on ethics, that throughly problematize a placing of research on a ‘scale of ethics’ – ranging from bad to good.
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| 11. |
- Bodén, Linnea, 1981-
(author)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doctoral thesis (other academic/artistic)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 12. |
- Bodén, Linnea, 1981-, et al.
(author)
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Relational Materialism
- 2020
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In: The Oxford encyclopedia of qualitative research methods in education. - : Oxford University Press. - 9780190643768 - 9780190643751
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Book chapter (peer-reviewed)abstract
- Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be narrowed down to three key principles: the principle of general symmetry; the principle of material semiotics; and the principle of method. The enactment of relational materialism depends on how these principles come to work in the engagement with central educational problems, such as subjectivity, performativity and practice. Relational materialism takes the starting-point in the problems and concerns of human and material actors or agents, for whom the research can make a difference. While doing so, it acknowledges the methodological difficulties and possibilities when carefully attending simultaneously to discourse, materialities and their relations. Striving towards a methodological sensibility, the enactment of relational materialism in education research entails the emergence and creation of more and multiple methods to know the multiple realities of education. This also makes it possible for relational materialist research to become productive of new and additional educational realities that can, perhaps, make an affirmative difference to the actors or agents concerned.
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| 13. |
- Bodén, Linnea, 1981-
(author)
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Seeing red? : The agency of computer software in the production and management of students’ school absences
- 2013
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In: QSE. International journal of qualitative studies in education. - : Routledge. - 0951-8398 .- 1366-5898. ; 26:9, s. 1117-1131
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Journal article (peer-reviewed)abstract
- An increasing number of Swedish municipalities use digital software to manage the registration of students’ school absences. The software is regarded as a problem-solving tool to make registration more efficient, but its effects on the educational setting have been largely neglected. Focusing on an event with two students from a class of 11-year-olds, the aim of the paper is to explore schools’ common uses of computer software for registering absence in order to understand how materialities – like the software – are entangled with the production of school absence. In the paper, the Deleuzio–Guattarian concept of the assemblage is put to work within a feminist relational materialist framework. This enables an understanding of the complexity of school absence, where materialities of the educational setting are theorized as entangled with social and gendered discursive components.
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| 14. |
- Bodén, Linnea, 1981-
(author)
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The presence of school absenteeism : Exploring methodologies for researching the material-discursive practice of school absence registration
- 2015
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In: Cultural Studies - Critical Methodologies. - : Sage Publications. - 1532-7086 .- 1552-356X. ; 15:3, s. 192-202
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Journal article (peer-reviewed)abstract
- In the vast majority of Swedish schools, computer software is used for the registration of the absences and presences of students. How can the material-discursive engagements and practices of registration be researched? The article elaborates, from an agential realist account, on “doing research” in relation to the phenomenon of school absence. Through experimenting with intraviewing, the expressions and actions of materialities are acknowledged and the subject-centrism of conventional humanist qualitative interviewing is questioned. The posthumanist theories engaged with open up a rethinking of the production of data within qualitative research, and a discussion of the inseparability of data, analysis, thinking, and writing. The knowledge created on registration as an embodied, material, affective, and intraactive practice produces school absence as a reality where the computer software is always already a part of the phenomenon and thus needs to be an agential part of researching registration.
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| 15. |
- Bodén, Linnea, 1981-
(author)
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Wearing and daring the hat – Exploring the materialities of children’s experiences in research
- 2019
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In: Journal of Early Childhood Education Research. - 2323-7414. ; 8:2, s. 273-295
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Journal article (peer-reviewed)abstract
- The aim of the paper is to explore how the materialities of EEG caps became vital to produce knowledge on children’s experiences in a research project. By closely examining a six-week exploration together with six five-year-olds at their preschool, the paper focuses on how the making of alternative EEG hats became a worldly and worlding (Haraway, 2008) practice, and was productive of new potential worlds. The exploration is part of a research project that investigates children’s experiences in a large intervention project, at 28 Swedish preschool units. The analysis shows the ways in which materialities were not only related to these experiences, but also crucial for them to emerge. The conclusions highlight that children’s experiences, in the exploratory work, expanded in time and space and that the practices connected to the materialities of the hats came to include other worlding processes, made elsewhere and in other situations.
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| 16. |
- Bodén, Ulrika, et al.
(author)
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Emerging Visual Literacy through Enactments by Visual Analytics and Students
- 2019
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In: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 40-51
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Journal article (peer-reviewed)abstract
- This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship.
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| 17. |
- Bodén, Ulrika, et al.
(author)
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Emerging Visual Literacy through Enactments by Visual Analytics and Students
- 2018
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In: 6th international Designs for Learning conference. - Bergen. - 9788280884169 ; , s. 23-
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Conference paper (peer-reviewed)abstract
- This paper aims to explore how visual literacy emerges when visual analytics and students enact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities, where reading become a way to impose order and relevance on what is displayed. However, there is a lack of research how these visual processes emerge. By applying a socio-material semiotic approach, the interactions between teachers, students and a visual analytics application are followed. The paper clarifies what might strengthen or weaken the socio-material relations at work in emerging visual literacy. This design-based study was conducted in five classes in three secondary schools in Sweden, with 97 students. The visual analytics application introduced was Statistics eXplorer. Each class were followed two to three lessons by a video recording program that captured both the students and the actions at the computer screen. The socio-material analyses show that the enactments between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties as movement, highlighting and color. Connecting to the students these often produced a quick vision or a "locked" vision. The paper argues for close didactic alignment and deeper knowledge of how the visual interface attracts human (students’) attention and how students’ visual literacy ablilites may emerge in that relation.
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| 18. |
- Bodén, Ulrika, et al.
(author)
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Lärarforskarteam utvecklar interaktiva datavisualiseringar och uppdaterad digital didaktisk design
- 2019
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In: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; :16
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Journal article (other academic/artistic)abstract
- Hur kan en framtida digital utbildningspraktik främja elevers utveckling av kunskaper, förmågor och bildning i Hans Roslings anda? Elevers möjligheter att bidra till samhälleliga utmaningar som klimatförändringar, fattigdomsbekämpning och förbättrade levnadsvillkor behöver stärkas. I VISE-projektet arbetar lärare och forskare gemensamt för att skapa insikter i hur interaktiva datavisualiseringar kan bistå elever att analysera viktig fakta, skapa förståelse om vår värld och visuellt presentera dessa kunskaper.
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| 19. |
- Bodén, Ulrika, et al.
(author)
-
Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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In: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
-
Journal article (peer-reviewed)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 20. |
- Bodén, Ulrika, et al.
(author)
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The construction of interactive and multimodal reading in school—a performative, collaborative and dynamic reading
- 2023
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In: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; , s. 1-25
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Journal article (peer-reviewed)abstract
- This study aims to demonstrate how interactions between a Visual Analytics (VA) application and students shape an interactive and multimodal reading practice. VA is a technology offering support with analysing vast amounts of data through visualisations. Such information-rich interactive interfaces provide possibilities for students to gain insights, find correlations, and draw conclusions, but they also generate complexities concerning how to ‘read’ multimodal information on a screen. Inspired by Design-Based Research, interventions were designed and conducted in five social science secondary classrooms. The interactions between the VA application Statistics eXplorer and the students were video captured. A socio-material semiotic approach guides the analyses of how interactions between all actors (the interactive visualisations, the written text, the teachers, students, etc.) produce a reading network. The results show a reading characterised by being performative, collaborative, and dynamic. A combination of visuals and text supports the reading. However, visuals such as colour, highlighting and movement dominantly attract students’ attention, while written text often becomes subordinate and sometimes even ‘invisible’. Hence, this paper argues that it is vital for teachers to didactically support students’ visual reading skills.
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| 21. |
- Bodén, Ulrika, 1969-
(author)
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Towards Visual Literacy in School : Interactions between Students and Interactive Visualizations in Social Science Classrooms
- 2023
-
Doctoral thesis (other academic/artistic)abstract
- This compilation thesis explores how the double aspect of visual literacy is enacted in secondary schools’ social science classrooms when interactive data visualizations are employed. The aim is to map what characterizes ‘reading’ interactive data visualizations and ‘writing’ knowledge visualizations, as well as implications for a didactic design supporting students’ visual literacy. The interactive visualization introduced by this thesis is the visual analytics application Statistics eXplorer, which offers support in analyzing vast amounts of data. Such information-rich interfaces provide possibilities for students to find correlations and draw conclusions, but they also generate complexities regarding interactive and multimodal texts and require modes other than the written when insights are to be demonstrated. The thesis is positioned under the umbrella of actor–network theory, thereby a socio-material perspective guides the study of interactions between actors (students, teachers, lesson plans, visualizations, written texts, etc.) Applying design-based research, an intervention is designed and conducted in seven social science classrooms comprised of four teachers and 152 students. The empirical material consists of zoomed-in webcam recordings capturing the students’ faces, voices, and gestures as well as the activities on the screens. It also includes wide-angle captures, field notes, and one focus group. Material discursive analysis guides the analytical work. The findings reveal a reading characterized as intense, performative, collaborative, and dynamic. The reading process is distinguished by searches for a starting point, a production of reading direction, and a continuously changing reading surface. The writing of knowledge visualizations is characterized by exploring, gathering, and inserting visuals as carriers of information. Furthermore, by identifying critical issues in the classrooms a didactic design framework is constructed, which demonstrates how teachers can support the development of students’ visual literacy.
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| 22. |
- Elkin Postila, Teresa, 1970-
(author)
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(O)ändligt vatten : En studie om hur förskolebarn som kännare engageras i samhälleliga miljöfrågor
- 2021
-
Doctoral thesis (other academic/artistic)abstract
- Syftet med den här avhandlingen i förskoledidaktik är att tillsammans med förskolebarn på olika sätt utforska aktören vatten för att därigenom undersöka former och metoder för engagemang och medverkan i samhälleliga och naturvetenskapliga miljöfrågor. Mer specifikt är syftet att i ett praktiskt utforskande med förskolebarn och vatten – som aktör och mer-än-mänsklig samarbetspartner – undersöka hur eller med vilka metoder det är möjligt att producera ett engagemang, i vilket förskolebarnet är både kännare och kännande, i vår samtids centrala miljöfrågor. Teoretiska och metodologiska utgångspunkter för detta projekt tas i posthumanistiska kunskapsskapande praktiker med Isabelle Stengers, Donna Haraway och Anna L. Tsing som främsta inspirationskällor. Det praktiska utforskandet med barn i åldrarna 3–5, med arbetsnamnet vattenprojektet, har genomförts som en posthumanistisk interventionsstudie där forskaren installerat sig i två förskolors befintliga pågående praktiker, för att under nio månader tillsammans med barn och vatten utforska lokala vatten- och miljöfrågor. Forskningsprocessen utgick från barnens situerade här-och-nu kunskaper och lokala frågor om vatten och miljöfrågor, samt mångdisciplinära resurser i form av såväl kunskaper som metoder från geovetenskap och förskoledidaktik. Datamaterial, i form av teckningar, anteckningar, digitala bilder och filmer har producerats av förskolebarn och forskare gemensamt, och analyserats med stöd av posthumanistisk teori och berättande som metod inspirerat av Stengers, Haraway och Tsing. I ett sådant berättande formas och rekonstrueras text, bild, film och teori till nya narrativ som identifierar och problematiserar relationer mellan olika aktörer på samma eller på olika skalor, från molekylär till global. Det är dessa nyskapade och nyskapande berättelser med barn som kännare och medproducenter av kunskap tillsammans med vatten och andra aktörer; exempelvis problemet torka och dess effekter för liv eller problemet avloppsvatten i dagens samhälle, som sammantagna utgör forskningens resultat. Denna sammanläggningsavhandling består av en kappa och tre forskningsartiklar. Den första artikeln behandlar hur vatten kom att produceras som metod i utforskandet av vilka miljöfrågor som var angelägna förskolebarnen. Den andra artikeln handlar om förskolebarns, forskares och vattenspecialisters samhandlande med den hydrosociala cykeln. Den tredje artikeln fokuserar miljöundervisning i förskolan och uppmärksammar förskolebarns och forskares engagemang i vattenrening, med start i förskolebarns situerade kunskap om förorenat vatten och deras frågor om hur vatten kan renas.
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| 23. |
- Frankenberg, Sofia J., et al.
(author)
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Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context
- 2019
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In: Journal of Cognition and Development. - : Informa UK Limited. - 1524-8372 .- 1532-7647. ; 20:2, s. 182-202
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Journal article (peer-reviewed)abstract
- Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.
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| 24. |
- Jusslin, Sofia, et al.
(author)
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Editorial - Post-approaches to education and the arts: Putting theories to work in arts educational practices
- 2022
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In: JASED - Journal for Research in Arts and Sports Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2535-2857. ; 6:3, s. 1-10
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Journal article (other academic/artistic)abstract
- This special issue explores how post-approaches to education and the arts emphasize learning, teaching, and knowledge-production in the arts as performative processes of becoming in-between humans and other materialities in a more-than-human world. Moreover, the articles included in the special issue reveal that such an endeavor calls for new ways of doing research through post-qualitative and practice-led research methodologies.
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| 25. |
- Karin, Gunnarsson, 1975-, et al.
(author)
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Introduktion till postkvalitativ metodologi
- 2021
-
Book (peer-reviewed)abstract
- Genom att introducera en postkvalitativ metodologi tar denna bok ett samlat grepp kring frågor om formulerandet av forskningsproblem, forskningsetiska överväganden samt konstruerandet och analyserandet av empiriskt material. Postkvalitativ metodologi beskrivs utifrån fyra centrala ingångar: posthumanistisk teori; forskning som verklighetsskapande; sammanvävning av diskurs, materialitet och affekt samt en feministisk ansats.Boken belyser hur postkvalitativ metodologi erbjuder experimenterande tillvägagångssätt och är en prövande berättelse om hur kunskap kan produceras och hur världen kan undersökas med ‘en metodologi i blivande’. Den är således inte någon handbok eller manual för hur forskning ska bedrivas utan ett teoretiskt och metodologiskt erbjudande som bland annat utforskar frågor om ontologi, epistemologi och etik.Med sin specifika utgångspunkt i postkvalitativ metodologi ger boken vägledning och inspiration inom många olika områden och vetenskapliga discipliner. Den är därför ett sällskap för studenter och forskare att arbeta tillsammans med i genomförandet av ett forskningsprojekt. Boken vänder sig framförallt till studenter på avancerad nivå, forskarstudenter samt forskare som undrar vad det innebär att arbeta och skapa kunskap med posthumanistisk teori.
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| 26. |
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| 27. |
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| 28. |
- Sparrman, Anna, 1965-, et al.
(author)
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Child Studies Multiple : Collaborative play for thinking through theories and methods
- 2023
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In: Culture Unbound. - : Linköping University Electronic Press. - 2000-1525. ; 15:1
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Journal article (peer-reviewed)abstract
- This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary.
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| 29. |
- Stenliden, Linnéa, 1964-, et al.
(author)
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Innovative Didactic Designs : visual analytics and visual literacy in school
- 2017
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In: Journal of Visual Literacy. - : Taylor & Francis. - 1051-144X. ; 37:3-4, s. 184-201
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Journal article (peer-reviewed)abstract
- In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers’ development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students’ visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a ‘teacher researcher team’ comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers.
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| 30. |
- Stenliden, Linnéa, 1964-, et al.
(author)
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Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard
- 2019
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In: Journal of Research on Technology in Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1539-1523 .- 1945-0818. ; 51:2, s. 101-117
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Journal article (peer-reviewed)abstract
- The study explores students production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7-9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students ability to handle huge amounts of data and increase the possibilities for young people to take part in society.
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| 31. |
- Stenmark, Linnea, et al.
(author)
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Predictors of Treatment Response to Electroconvulsive Therapy in Schizophrenia : A Nationwide Registry-Based Study
- 2020
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In: Schizophrenia Bulletin Open. - : Oxford University Press. - 2632-7899. ; 1:1
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Journal article (peer-reviewed)abstract
- Up to 30% of patients with schizophrenia respond insufficiently to antipsychotic drugs. Electroconvulsive therapy (ECT) has been reported to effectively augment the effects of antipsychotics in some of these patients. To date, there are few established predictors of treatment response to ECT in patients with schizophrenia. The primary aim was to determine the response rate to ECT in patients with schizophrenia. The secondary aim was to investigate predictors of treatment response. All patients admitted to any Swedish hospital for schizophrenia from 2011 to 2017, who were treated with ECT while in inpatient care, were included in the Swedish National Quality Registry for ECT (Q-ECT), and were assessed using the Clinical Global Impression – Improvement (CGI-I) scale after treatment were included. CGI-I scores of 1 or 2 were considered a response to treatment. Multiple national registries were used to obtain information on demographics and clinical variables. The study included 285 patients who were concurrently treated with antipsychotic drugs. The response rate to ECT was 73.0%. Among those patients with outcome data, treatment with long-acting injectable antipsychotics was predictive of a better response, whereas comorbid substance use disorders were predictive of a worse response. This study provides new evidence on predictors of who might respond among patients with schizophrenia treated by ECT. Additional studies of ECT in schizophrenia are needed.
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| 32. |
- Tesar, Marek, et al.
(author)
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Infantographies
- 2021
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In: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812.
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Journal article (peer-reviewed)
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| 33. |
- Åkesson, Emilia, 1984-
(author)
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Teacher Education Becoming Elsewhere : An Affirmative Critique of Student Experiences through Intersectional Corpomaterial Perspectives
- 2023
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Doctoral thesis (other academic/artistic)abstract
- In this thesis, teacher education is examined with the aim to develop knowledge on teacher education and how it affects student teachers that are regularly marginalised in society by intersectional power structures. The aim is also to develop knowledge on how these student teachers affect teacher education. This is examined through reflexive interviews with student teachers, who either self-identified as having experiences of breaking norms related to an intersectional power dynamic, or had an interest in talking about such norms. The aims of the thesis are pursued through examining student teachers’ narrations of their experiences of how discomfort, comfort, exclusion, welcoming, and violations related to societal power structures in their teacher education programmes are produced. This is done by utilising an approach of affirmative critique, drawing on intersectional corpomaterial theoretical frameworks. The study shows how student teachers are becoming bodily archives of societal power dynamics; how they become angry through racialised and gendered assemblages; how they become students through materialities like notebooks; and how they, through the assemblages of emergency-remote education, become directed closer to or further away from their teacher programmes. Becoming a student teacher might also be connected to assemblages containing certain ideas of teachers as role models. Moreover, student teachers become carving-bodies, a concept created in the thesis to capture the complexities of how educational assemblages push participants to inform, educate, and speak up during their education. The concept furthermore captures how these processes lead to internal negotiations, energy loss, adjustments, and potentially fewer possibilities to engage with their education. The study shows how teacher education is becoming multiple through assemblages where student teachers’ bodily archives are active actors, and how the education, at the same time, is becoming less, for example when participants’ voices are drowned out. Teacher education is also becoming through student teachers’ longings and desires, in the sense of how their expressed dissatisfaction with teacher education might be affirmative in producing another kind of education. Another kind of education is also produced through student teachers becoming carving-bodies. Teacher education is, in this sense, becoming different through student teacher bodies, and in momentary junctures of particular elements connecting and coming together. Finally, the present thesis shows student-bodies’ potentiality to produce teacher education elsewhere and as elsewheres through for example anger and transformative care.
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| 34. |
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