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Hussenius, Anita
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Publications (10 of 73) Show all publications
Anderssson, K., Gullberg, A., Danielsson, A., Scantlebury, K. & Hussenius, A. (2019). Chafing borderlands: obstacles for science teaching and learning in preschool teacher education. Cultural Studies of Science Education
Open this publication in new window or tab >>Chafing borderlands: obstacles for science teaching and learning in preschool teacher education
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2019 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed) In press
Abstract [en]

This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.

Keywords
Culture contrast, preschool culture, preservice preschool teachers, science culture, teacher education
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-381509 (URN)10.1007/s11422-019-09934-x (DOI)
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-05-10
Powell, S., Ah-King, M. & Hussenius, A. (2018). "Are we to become a gender university?': Facets of resistance to a gender equality project. Gender, Work and Organization, 25(2), 127-143
Open this publication in new window or tab >>"Are we to become a gender university?': Facets of resistance to a gender equality project
2018 (English)In: Gender, Work and Organization, ISSN 0968-6673, E-ISSN 1468-0432, Vol. 25, no 2, p. 127-143Article in journal (Refereed) Published
Abstract [en]

Gender equality (GE) is something we cannot not want'. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep-seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used resistance' to identify multiple, complex reactions to the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process-oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.

Place, publisher, year, edition, pages
WILEY, 2018
Keywords
academia, resistance, gender equality, meritocracy
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-351749 (URN)10.1111/gwao.12204 (DOI)000429418400003 ()
Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2018-06-04Bibliographically approved
Hussenius, A. (2018). In what way does the culture of science and images of science affect the science educational process? : Forming bonds - Breaking bonds. In: Lynn A. Brian & Kenneth Tobin (Ed.), 13 Questions in Science Education: (pp. 361-373). New York: Peter Lang Publishing Group
Open this publication in new window or tab >>In what way does the culture of science and images of science affect the science educational process? : Forming bonds - Breaking bonds
2018 (English)In: 13 Questions in Science Education / [ed] Lynn A. Brian & Kenneth Tobin, New York: Peter Lang Publishing Group, 2018, p. 361-373Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Peter Lang Publishing Group, 2018
Series
Studies in Criticality, ISSN 1058-1634 ; 442
National Category
Other Natural Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-287572 (URN)10.3726/b11305 (DOI)978-1-4331-2780-9 (ISBN)978-1-4331-2779-3 (ISBN)978-1-4331-4574-2 (ISBN)
Projects
In the borderland between academic disciplines and school science. Science faculty as teacher educators
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-25 Created: 2016-04-25 Last updated: 2019-05-10
Hussenius, A., Gullberg, A. & Anderssson, K. (2018). Naturvetenskap och utbildning. En materiell, skev, "sexig" och skavande historia?. Tidskrift för genusvetenskap, 39(4), 2-5
Open this publication in new window or tab >>Naturvetenskap och utbildning. En materiell, skev, "sexig" och skavande historia?
2018 (Swedish)In: Tidskrift för genusvetenskap, ISSN 1654-5443, Vol. 39, no 4, p. 2-5Article in journal, Editorial material (Other academic) Published
Abstract [sv]

I detta temanummer om naturvetenskap och utbildning, går naturvetenskapen som en röd tråd genom samtliga artiklar och finns även med som en aspekt i frispel och recensioner. Genom åren har det tidigare förekommit ett antal artiklar på samma tema, samt några temanummer och artiklar med fokus på det närliggande teknikområdet. Naturvetenskap har också en gång tidigare varit föremål för ett temanummer, nämligen i dåvarande Kvinnovetenskaplig tidskrift, nummer 4 från 1984, som handlade om kvinnor och naturvetenskap. Då beskrevs vetenskapsområdet som ”kanske det forskningsfält, som längst lyckats hålla sig utom skotthåll för den feministiska vetenskapskritiken”, vilket förklarades med mansdominansen samt de naturvetenskapliga ämnenas förmåga att upprätthålla en bild som varande objektiva och värderingsfria. Inte mycket har hänt sedan dess; naturvetenskapen har lyckats bevara ett skimmer av objektivitet ochden är fortfarande en manlig bastion vad gäller högre positioner inom akademin, även inom biologiämnet som haft en majoritet av kvinnliga studenter åtminstone sedan 1980-talet. Exempel på hur detta kan ta sig uttryck idag ges i några av artiklarna i föreliggande nummer.

Vi hoppas att detta temanummer, med ett feministiskt insider-perspektiv på naturvetenskap, kan bidra med nya perspektiv på ämneskulturerna. Med förhoppning om givande och lärorik läsning,

Place, publisher, year, edition, pages
Tidskrift för genusvetenskap, 2018
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-383213 (URN)
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2019-07-16Bibliographically approved
Gullberg, A., Anderssson, K., Danielsson, A., Scantlebury, K. & Hussenius, A. (2018). Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool. Research in science education, 48(4), 691-715
Open this publication in new window or tab >>Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool
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2018 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 4, p. 691-715Article in journal (Refereed) Published
Abstract [en]

We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science.  We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Gender; gender stereotyping; pre-service teachers; science education; teacher education; views of children
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-312432 (URN)10.1007/s11165-016-9593-z (DOI)000440114000002 ()
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2018-10-18Bibliographically approved
Ståhl, M. & Hussenius, A. (2017). Chemistry inside an epistemological community box!: Discursive exclusions and inclusions in Swedish National tests in Chemistry. Cultural Studies of Science Education, 12(2), 395-423
Open this publication in new window or tab >>Chemistry inside an epistemological community box!: Discursive exclusions and inclusions in Swedish National tests in Chemistry
2017 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 12, no 2, p. 395-423Article in journal (Refereed) Published
Abstract [en]

This study examined the Swedish national tests in chemistry for implicit andexplicit values. The chemistry subject is understudied compared to biology and physics andstudents view chemistry as their least interesting science subject. The Swedish nationalscience assessments aim to support equitable and fair evaluation of students, to concretizethe goals in the chemistry syllabus and to increase student achievement. Discourse andmultimodal analyses, based on feminist and critical didactic theories, were used to examinethe test’s norms and values. The results revealed that the chemistry discourse presented inthe tests showed a traditional view of science from the topics discussed (for example, oiland metal), in the way women, men and youth are portrayed, and how their scienceinterests are highlighted or neglected. An elitist view of science emerges from the test, withdistinct gender and age biases. Students could interpret these biases as a message that only‘‘the right type’’ of person may come into the chemistry epistemological community, thatis, into this special sociocultural group that harbours a common view about this knowledge.This perspective may have an impact on students’ achievement and thereby prevent supportfor an equitable and fair evaluation. Understanding the underlying evaluative meaningsthat come with science teaching is a question of democracy since it may affectstudents’ feelings of inclusion or exclusion. The norms and values harboured in the testswill also affect teaching since the teachers are given examples of how the goals in thesyllabus can be concretized.

Place, publisher, year, edition, pages
Springer Netherlands, 2017
Keywords
Chemistry national tests, Discourse analysis, Norms and values, Gender stereotypes, Chemistry epistemological community
National Category
Other Natural Sciences Didactics Gender Studies
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-287584 (URN)10.1007/s11422-016-9730-z (DOI)000405854300011 ()
Projects
Ämnesspråk i matematiska och naturvetenskapliga praktiker
Funder
Swedish Research Council
Available from: 2016-04-25 Created: 2016-04-25 Last updated: 2017-11-16Bibliographically approved
Scantlebury, K., Danielsson, A., Hussénius, A., Gullberg, A. & Andersson, K. (2016). Apparatus from a Baradian perspective: Implications for practice. In: : . Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.
Open this publication in new window or tab >>Apparatus from a Baradian perspective: Implications for practice
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2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-283698 (URN)
Conference
National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-25
Ståhl, M. & Hussénius, A. (2016). Chemistry in an Epistemological Community Box!: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry.. Cultural Studies of Science Education
Open this publication in new window or tab >>Chemistry in an Epistemological Community Box!: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry.
2016 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examined the Swedish national tests in chemistry for implicit andexplicit values. The chemistry subject is understudied compared to biology and physics andstudents view chemistry as their least interesting science subject. The Swedish nationalscience assessments aim to support equitable and fair evaluation of students, to concretizethe goals in the chemistry syllabus and to increase student achievement. Discourse andmultimodal analyses, based on feminist and critical didactic theories, were used to examinethe test’s norms and values. The results revealed that the chemistry discourse presented inthe tests showed a traditional view of science from the topics discussed (for example, oiland metal), in the way women, men and youth are portrayed, and how their scienceinterests are highlighted or neglected. An elitist view of science emerges from the test, withdistinct gender and age biases. Students could interpret these biases as a message that only‘‘the right type’’ of person may come into the chemistry epistemological community, thatis, into this special sociocultural group that harbours a common view about this knowledge.This perspective may have an impact on students’ achievement and thereby prevent supportfor an equitable and fair evaluation. Understanding the underlying evaluative meaningsthat come with science teaching is a question of democracy since it may affectstudents’ feelings of inclusion or exclusion. The norms and values harboured in the testswill also affect teaching since the teachers are given examples of how the goals in thesyllabus can be concretized.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2016
Keywords
Chemistry national tests, Discourse analysis, Norms and values, Gender stereotypes, Chemistry epistemological community
National Category
Didactics Other Natural Sciences Gender Studies
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-281432 (URN)10.1007/s11422-016-9730-z (DOI)
Projects
Ämnesspråk i matematiska och naturvetenskapliga praktiker
Funder
Swedish Research Council
Available from: 2016-03-23 Created: 2016-03-23 Last updated: 2017-11-30
Danielsson, A., Anderssson, K., Gullberg, A., Hussénius, A. & Scantlebury, K. (2016). “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science. Cultural Studies of Science Education, 11(4), 1115-1134
Open this publication in new window or tab >>“In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science
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2016 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, no 4, p. 1115-1134Article in journal (Refereed) Published
Abstract [en]

In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.

Keywords
Teacher education; Place; Primary teacher education; Preschool teacher education
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-261894 (URN)10.1007/s11422-015-9702-8 (DOI)000391425700018 ()
Funder
Swedish Research Council, 2010-5156
Available from: 2015-09-05 Created: 2015-09-05 Last updated: 2017-12-04Bibliographically approved
Andersson, K., Danielsson, A., Hussénius, A., Gullberg, A., Elmgren, M., Engström, S., . . . Hasse, C. (2016). In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.. In: : . Paper presented at Gender and Education Association Biennial Interim Conference 2016, Linköping, June 15-17..
Open this publication in new window or tab >>In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.
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2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
Gender Studies Didactics
Identifiers
urn:nbn:se:uu:diva-283840 (URN)
Conference
Gender and Education Association Biennial Interim Conference 2016, Linköping, June 15-17.
Funder
Swedish Research Council, 721-2014-939
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2017-02-15
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