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- Günther-Hanssen, Anna, fil. Doktor, et al.
(author)
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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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In: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:2, s. 21-43
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Journal article (peer-reviewed)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. |
- Günther-Hanssen, Anna, fil. Doktor
(author)
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How do orientations matter in preschool education : Places, choices, and gendering processes in preschool
- 2021
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Conference paper (peer-reviewed)abstract
- The aim of this presentation is (1) to highlight how an activity choosing system in a preschool co-created the children’s choices, explorations, and relations with each other (2) to explore the potential of using the concept of orientations (Ahmed, 2010) to understand gendering processes and gendered bias choices in (preschool) education. The presentation builds on a project on emergent science and gendering in preschool (Günther-Hanssen, 2020). Data for the project was conducted during a field study in a Swedish preschool with 25 5-year old children. The analysis is guided by a new materialist perspective, especially Sara Ahmed’s (2010) concept of orientations as well as Karen Barad’s diffractive methodology (Barad, 2014). During the presentation I re-turn (to) data from the research project together with the concept of orientations, and by using diffractive writing – writing different situations through one another (Günther-Hanssen, Jobér & Andersson, accepted). The expected findings concern how the preschool environment directed the children to orient towards some places and activities where their bodies seemed to “be in place”, and how certain spaces became oriented towards certain bodies. They also concern how the children’s gendered explorations and potential interests were specifically co-created by the activity choosing system used in the preschool. Instead of supporting the children to make their own choices of where to be and what to do, the choosing system co-created exclusion and inclusion by gender, affecting where, what and how individual children could orient, explore and become. These results are of relevance for Nordic Educational research since children’s interests and own choices is seen as a core feature in both policy and practice in in preschool education within the Nordic countries.
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