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- Günther-Hanssen, Anna
(author)
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Barn, naturvetenskap och könande processer i förskolan
- 2020
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to explore how scientific phenomena, together with other agents (human and nonhuman) in preschool, participate in and co-create gendering processes as well as children’s emergent scientific explorations. These are seen as mutual processes emerging in the daily doings and routines in preschool. As a theoretical and methodological foundation, a new materialist perspective drawing on Karen Barad’s (2007) theory of agential realism and diffractive methodology were used, as well as de Freitas and Palmer’s (2016) notion concerning how scientific concepts can work as creative playmates in children’s explorations. The thesis includes four papers that build on data conducted during a field study in a Swedish preschool, together with 25 five year-old children and three teachers. Participant observations, including video recordings and field notes were made over a period of 5 months. The results show that, if and how children get to engage with emergent science is linked to if and how they manage to occupy space and co-act with different materials. As the children were co-acting with different materials, scientific phenomena could make themselves known and intelligible to the children. This means that becoming scientific is something that is enabled in entanglements. One important result connected to this is that these entanglements can include ways and agents not commonly thought of as “scientific”, such as a drawing table, hearts, and feminine discourses. Another result is that even though girls and boys explore together within the same activity, this does not automatically lead to a situation that is more equal. From these results I discuss how children’s emergent scientific explorations are always part of larger, gendered processes. I also discuss the importance to highlight how science in preschool can be “done” in various ways. Otherwise there is a risk that the false picture could be created that some children, already at preschool age, are more “suitable” for science, while others are created as “less suitable”, just as can occur in school and higher education. Furthermore, during the discussion I show how scientific phenomena can work as tools for teachers to approach gendering processes together with.
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| 2. |
- Fabri, Anna, et al.
(author)
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Improving a Swedish health practice for refugees through participatory action research : potentials and constraints
- 2024
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In: Educational action research. - : Routledge. - 0965-0792 .- 1747-5074. ; 32:3, s. 422-437
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Journal article (peer-reviewed)abstract
- his paper reports on a two-year project focusing on health com-municators working with refugees in Sweden. By employing parti-cipatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recog-nised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to imple-ment change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowermentT
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| 3. |
- 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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| 5. |
- Serder, Margareta, Universitetslektor i utbildningsvetenskap, 1971-, et al.
(author)
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Vetenskaplig läskunnighet
- 2021. - 1
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In: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 26-48
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Book chapter (other academic/artistic)
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| 6. |
- Billmayer, Jakob, 1983-, et al.
(author)
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What's in it? : schoolbags in the lives of pupils and classrooms
- 2024
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- The overarching aim of the present study is to investigate such an invisible object; namely, schoolbags and how their contents function in the lives of pupils between the privacy of the home and the societal world of schools. A sociomaterial approach is used to understand schoolbags as objects that enable certain actions and norms. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context seeing them as frozen moments of processes. The data material consists of photographs depicting contents of 16 German satchels, which were analysed alongside a description of exterior appearances of schoolbags and the material context of the classroom. The findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are complex, entangled objects in the construction of "schooling" and "the pupil".
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| 7. |
- Ideland, Malin, 1970-, et al.
(author)
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”En hemlig skola röjer det orimliga"
- 2020
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In: Svenska Dagbladet. - Stockholm : Svenska Dagbladet. - 1101-2412. ; :2020-08-30
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Journal article (pop. science, debate, etc.)abstract
- Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.
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| 10. |
- Ideland, Malin, 1970-, et al.
(author)
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Problem solved! How eduprenuers enact a school crisis as business possibilities
- 2021
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In: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:1, s. 83-101
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Journal article (peer-reviewed)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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