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Hussenius, Anita
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Publications (10 of 77) 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
Scantlebury, K., Hussenius, A. & Ivarsson, J. (2019). Learning about the material, struggling with entanglement and staying with the trouble. In: J. Bazzul; C. Siry (Ed.), Critical Voices in Science Education Research:: Narratives of Hope and Struggle (pp. 235-245). New York: Springer International Publishing
Open this publication in new window or tab >>Learning about the material, struggling with entanglement and staying with the trouble
2019 (English)In: Critical Voices in Science Education Research:: Narratives of Hope and Struggle / [ed] J. Bazzul; C. Siry, New York: Springer International Publishing , 2019, p. 235-245Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Springer International Publishing, 2019
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-383217 (URN)10.1007/978-3-319-99990-6 (DOI)978-3-319-99989-0 (ISBN)978-3-319-99990-6 (ISBN)
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2020-03-30Bibliographically approved
Anderssson, K., Hussenius, A., Gullberg, A., Danielsson, A., Elmgren, M., Engström, S. & Norström, P. (2019). Lärarutbildares naturvetenskap under lupp -: en studie i gränslandet mellan ämnesdiscipliner och skolämnen. In: Vetenskapsrådet (Ed.), Resultatdialog 2019: (pp. 10-13). Stockholm: Swedish Research Council, Vetenskapsrådet
Open this publication in new window or tab >>Lärarutbildares naturvetenskap under lupp -: en studie i gränslandet mellan ämnesdiscipliner och skolämnen
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2019 (Swedish)In: Resultatdialog 2019 / [ed] Vetenskapsrådet, Stockholm: Swedish Research Council, Vetenskapsrådet , 2019, p. 10-13Chapter in book (Other academic)
Abstract [sv]

Universitetslärare i biologi, fysik och kemi lägger ingen större vikt vid att det finns lärarstudenter bland eleverna och deras uppfattning om ämnesdidaktik är diffus. Ofta sätter instrumenttunga laboratorier osynliga ramar för vad som är legitimt att fokusera. Studenter med annat fokus riskerar att stötas ut. Kulturen på institutionerna gör att ämneslärarstudenter matas med budskap om att undervisning är något underordnat – vilket sannolikt påverkar deras syn på utbildningsval, självbild och framtida yrkesroll som specialister på just undervisning. Vi har studerat lärarutbildares syn på sina ämnen och hur denna manifesteras i utbildningen.

Place, publisher, year, edition, pages
Stockholm: Swedish Research Council, Vetenskapsrådet, 2019
National Category
Didactics Gender Studies
Identifiers
urn:nbn:se:uu:diva-399108 (URN)978-91-88943-22-4 (ISBN)
Projects
In the borderland between academic disciplines and school science - Science faculty as teacher educators
Funder
Swedish Research Council, 2014-939
Available from: 2019-12-12 Created: 2019-12-12 Last updated: 2020-03-30Bibliographically approved
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). Bland provrör och spektrometrar.: Materiens agens och materiell dysfunktionalitet. Tidskrift för genusvetenskap, 39(4), 31-50
Open this publication in new window or tab >>Bland provrör och spektrometrar.: Materiens agens och materiell dysfunktionalitet
2018 (Swedish)In: Tidskrift för genusvetenskap, ISSN 1654-5443, Vol. 39, no 4, p. 31-50Article in journal (Refereed) Published
Abstract [en]

This study considers academic chemistry environments and showshow both daily consumables and precious research instrumentsinteract with students and teachers. In such an environment – alaboratory, a classroom, a staff room – language, discourse, culture,and matter are entangled, without the possibility to clearly distinguishthem as separate entities. It is this entanglement the presentarticle aims to illustrate. By using Barad’s feminist theory of agentialrealism and the concept of ‘culture’ on empirical data constructedduring field work where chemistry professors where shadowed, Iinvestigate and discuss how the intertwinement of matter anddiscourse occurs. By using an example from the empirical data, theagency of matter is shown as part of the emergence of materialdiscursivepractices and it is also shown how such an agencysometimes has effects that extend far beyond the intended purposeand scope, sometimes creating limits for what is possible. In bothcases, there are consequences for participants who are eitherco-creators of the practice or who suddenly find themselves in analready existing one. In the article, I introduce the concept ofmaterial dysfunctionality and show that the absence of materialawareness poses a risk, primarily for students and other subordinatedparticipants, of finding themselves in non-optimal or evenimpossible situations. Participants who, due to the materialdysfunctionality of an educational or work environment, end up ina performance-unfavorable position, can be identified as incompetentand not recognized as a potential member of the discipline andthe culture. Such negative adhesion is more likely if the participant’sperceived shortcomings are reinforced by the fact that she is awoman in a male-dominated environment. Other categories ofdifferences may have similar consequences if perceived as challengingin the prevailing culture.

Place, publisher, year, edition, pages
Tidskrift för genusvetenskap, 2018
Keywords
agential realism, chemistry, identity, material-discursive practices, material dysfunctionality, shadowing
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-383186 (URN)
Projects
In the borderland between academic disciplines and school science – Science faculty as teacher educators
Funder
Swedish Research Council, 721-2014-939
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2020-02-27Bibliographically approved
Hussenius, A., Gullberg, A. & Anderssson, K. (2018). Feministisk pedagogik som skaver?: Förutsättningar, avvägningar och den "hopplösa" ämnesinnehållsliga anpassningen. Tidskrift för genusvetenskap, 39(4), 104-122
Open this publication in new window or tab >>Feministisk pedagogik som skaver?: Förutsättningar, avvägningar och den "hopplösa" ämnesinnehållsliga anpassningen
2018 (Swedish)In: Tidskrift för genusvetenskap, ISSN 1654-5443, Vol. 39, no 4, p. 104-122-Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Tidskrift för genusvetenskap, 2018
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-383212 (URN)
Projects
Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2020-02-27Bibliographically 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: 2020-02-27
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
Hussenius, A., Anderssson, K. & Gullberg, A. (Eds.). (2018). Tidskrift för genusvetenskap: Tema: Naturvetenskap och utbildning. Karlstads universitet
Open this publication in new window or tab >>Tidskrift för genusvetenskap: Tema: Naturvetenskap och utbildning
2018 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Karlstads universitet, 2018. p. 132
Series
Tidskrift för genusvetenskap, E-ISSN 2001-1377 ; Vol 39, Nr 4
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-383214 (URN)
Note

Gästredaktörer för temanummer av tidskriften.

Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2019-09-19Bibliographically approved
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