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Anderssson, Kristina
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Publications (10 of 35) 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
Günther-Hanssen, A., Danielsson, A. & Anderssson, K. (2019). How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool. Gender and Education
Open this publication in new window or tab >>How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool
2019 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
Abstract [en]

his article explores gendered processes in preschool science through Barad’s agential realism [2007. Meeting the Universe Halfway. Quantum Physics of the Entanglement of Matter and Meaning. London: Duke Universal Press], and as such, the study makes both theoretical and empirical contributions in how it combines perspectives from emergent science [Siraj-Blatchford, J. 2001. Emergent Science and Technology in the Early Years.” Paper presented at the XXIII World Congress of OMEP. Santiago, Chile, August 3], new materialism, and gender theory. Empirically, the study makes use of data constructed during a field study in a Swedish preschool with five-year-old children. The focus of the field study was the children’s play and explorations together with the preschool environment, during activities not specifically guided by teachers. The analysis highlights how the children’s identities and scientific explorations are made possible as well as constrained together with the preschool’s material-discursive environment. As such, the study demonstrates how teachers cannot rely on any environment, activity, choice or subject content to be (gender) neutral.

Keywords
emergent science and technology; gender; preschool environment; material-discursive; knowing-in-being
National Category
Didactics Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-388480 (URN)10.1080/09540253.2019.1632809 (DOI)
Available from: 2019-07-01 Created: 2019-07-01 Last updated: 2019-08-16Bibliographically approved
Anderssson, K. (2018). Biologi under lupp.: Hierarkier, strategier och skevheter. Tidskrift för Genusvetenskap, 39(4), 53-74
Open this publication in new window or tab >>Biologi under lupp.: Hierarkier, strategier och skevheter
2018 (Swedish)In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 39, no 4, p. 53-74Article in journal (Refereed) Published
Abstract [en]

This study examines conceptions about the biology discipline and its practices, which are explicitly and implicitly presented in biology environments at Swedish universities. The empirical material has been obtained through “shadowing” and interviewing biologists and is analyzed with inspiration from Gee’s discourse analysis. The overall biology discourse consists of a number of sub-discourses, which sometimes express tensions between each other. One of these is the discourse of superior research with competitive, high performance, heavily equipped environments – a discourse which is in opposition to teaching activities. Another sub-discourse concerns the successful strategic biologist, and this discourse is in tension with the discourse of the enthusiastic, devoted, nature-loving biologist. The meritocratic discourse characterized by competence, knowledge and talent supposedly without the influence of gender, ethnicity, or class, contrasts, in its turn, with the discourse of the gendered practice that is visible in the material. These different sub-discourses are more or less inclusive for different individuals, something which can be observed in the gendered practices.

Keywords
Academia, biology, discourse analysis, gender, laboratory, meritocracy, Akademin, biologi, diskursanalys, genus, kön, laboratorier, meritokrati
National Category
Gender Studies
Identifiers
urn:nbn:se:uu:diva-381508 (URN)
Funder
Swedish Research Council, 721-2014-939
Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-07-16Bibliographically approved
Günther-Hanssen, A., Danielsson, A. & Anderssson, K. (2018). Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool. In: : . Paper presented at ECER,3-7 September, 2018 Bolzano, Italy.
Open this publication in new window or tab >>Emergent Science, ’Neutral’ Environments and Gendering Processes in Preschool
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-360263 (URN)
Conference
ECER,3-7 September, 2018 Bolzano, Italy
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2019-01-03Bibliographically approved
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
Anderssson, K. & Gustafsson, C. (2018). Teori och praktik i synergi – produktarbete som självständigt arbete.
Open this publication in new window or tab >>Teori och praktik i synergi – produktarbete som självständigt arbete
2018 (Swedish)Report (Other academic)
Abstract [sv]

I föreliggande rapport redovisas ett försök att hitta andra modeller än en ”traditionell uppsats” för examensarbeten inom lärarutbildningarna. Dessa examensarbeten benämns i texten pro-duktarbeten och karaktäriseras av att de blivande lärarna får en möjlighet att genomföra ex-empelvis ett utvecklingsarbete, som kan resultera i någon typ av produkt (ett undervisnings-material, en lärarhandledning eller liknande) som examensarbete utan att man gör avkall på ett vetenskapligt förhållningssätt.Rapportens första del ägnas åt att beskriva vad som karaktäriserar ett examensarbete, var-för det finns inom lärarutbildningarna samt vilken kunskap som finns om examensarbeten i tidigare forskning och i utvärderingar. Därefter redovisas överväganden och analysinstrument i relation till en fallstudie som bygger på granskning och analys av åtta slumpmässigt utvalda produktarbeten.Granskningen av de åtta arbetena, som skrivits av fyra blivande förskollärare och fyra bli-vande grundlärare, föregicks av en klassificering av Examensordningens mål för de båda ut-bildningarna. Huvudindelningen var dels mål med akademisk inriktning, dels mål med yrkes-anknuten inriktning. Förskollärarexamen har totalt 26 mål och grundlärarexamen Fk-3 har 27 mål. Sjutton mål är identiska för de båda lärarkategorierna. Endast fyra mål gäller explicit kunskaper om vetenskapligt förhållningssätt och forskningsarbete. Vidare genomfördes ytter-ligare en analys utifrån en annan indelning som använts i en undersökning om examensar-beten samt av en grov analys utifrån Högskolelagens övergripande mål. Dessutom genomför-des fyra samtal med lärare, som i olika funktioner kommit i kontakt med produktarbetena.Resultaten visar att skillnaderna mellan blivande förskollärare och blivande grundlärare när det gäller att uppfylla Examensordningens mål i sina examensarbeten är liten. Även de mål som har en akademisk inriktning uppfylls i de analyserade produktarbetena med ett undantag, nämligen kännedom respektive kunskap om vetenskapsteori. Beroende på examensarbetenas inriktning, så har även målet att informera och samarbeta med vårdnadshavare uppfyllts i yt-terst liten utsträckning. Det visade sig också att undersökningens åtta arbeten i betydligt högre grad uppfyllde Högskolelagens mål än vad som var fallet i en liknande undersökning från 2005. Samtalen med de fyra lärarna gav tillsammans en fyllig bild av olika synpunkter, såväl positiva som negativa, även om ingen av de fyra var helt negativ till produktarbeten.Rapporten avslutas med ett diskussionskapitel där didaktiken och vetenskapligheten i pro-duktarbetena diskuteras, liksom studenternas produkter och texter samt studenternas förhåll-ningssätt till produktarbetena och processen att ta fram dem. Även handledningssituationen och benämningen av dessa arbeten diskuteras. Rapporten avslutas med författarnas slutsatser och betoning av att Examensordningen så entydigt är inriktad på vad studenterna ska behärska för sin yrkesverksamhet samt att analyserna visade att oftast två tredjedelar eller fler av målen uppfylldes på något sätt. Detta innebär att studenter som genomfört produktarbeten knappast har rustats sämre för sin yrkesprofession än de som genomfört “traditionella” arbeten som mer präglas av de akademiska kraven. Därmed fastslås att produktarbeten har en potential inom lärarutbildningarna, men att den kunskap som föreliggande undersökning har givit måste förvaltas och förädlas.

Abstract [en]

This report presents an attempt to find other models than a "traditional paper" for the degree projects in teacher education. The degree projects described in the text are named “practice-oriented theses”. Prospective teachers were given the opportunity to execute, for example a development work which can result in some type of product (a teaching material, a teacher's guide or the like) as an independent project without having to renounce a scientific approach.The first part of the report is devoted to describing what characterizes a degree project, why it exists as a part of teacher education and what knowledge is available about the degree projects in earlier research and in evaluations. Subsequently, considerations and analysis in-struments are presented in relation to a case study based on the examination and analysis of eight randomly selected practice-oriented theses, written by four prospective preschool teach-ers and four prospective primary school teachers.First, a classification of the goals partly with an academic orientation and partly with a ca-reer orientation was done. According to the objectives in the System of Qualifications, the preschool program has a total of 26 goals and the Fk-3 teacher program has 27 goals. Seven-teen goals are identical for the two teacher categories. Only four goals are explicit about knowledge of scientific approach and research work. Furthermore, an analysis was carried out on the basis of another classification used in an earlier study of degree projects and a rough analysis based on the overall objectives of the Higher Education Act. In addition, four talks were conducted with teachers, who in different functions had worked with the practice-oriented theses.According to the analyses the differences between prospective preschool teachers and pro-spective primary school teachers are small regarding the achievement of the objectives of the System of Qualifications. Even the goals of an academic focus are met in the analysed prac-tice-oriented theses with one exception, namely attention and knowledge of science theory. Depending on the focus of the independent project, the goal of informing and collaborating with parents and custodians has also been met in the smallest extent. It was moreover found that the eight works in the investigation fulfilled the objectives of the Higher Education Act better compared with a similar survey from 2005. The discussions with the four teachers gave together a comprehensive picture of different views, both positive and negative, although none of the four were completely negative to practice-oriented theses.A chapter discussing didactics and science of the practice-oriented theses, as well as the students' products and texts, the students' approaches to different practice-oriented theses and the process of developing them concludes the report. Further, the supervisory situation and the designation of these works are also discussed. The report ends with the authors' conclu-sions and emphasizes that the System of Qualifications is so distinctively focused on what the students should master for their occupation, and that the analyses showed that usually two thirds or more of the goals were met in some way. This means that students who have com-pleted practice-oriented theses have hardly been disadvantaged for their occupational profes-sion compared to those who performed "traditional degree projects” that are more character-ized by academic requirements. Thus, it is established that practice-oriented theses have a potential in teacher education, but the knowledge provided by the current study has to be managed and refined.

Publisher
p. 72
Keywords
Examensarbeten, lärarutbildningen, praktiknära, självständiga arbeten.
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-379668 (URN)
Note

Rapportering av en utvärdering genomförd för Utbildningsvetenskapliga fakulteten vid Uppsala universitet.

Available from: 2019-03-19 Created: 2019-03-19 Last updated: 2019-03-26Bibliographically approved
Andersson, K. (2017). Chemistry for whom? Gender awareness in teaching and learning chemistry. Cultural Studies of Science Education, 12(2), 425-433
Open this publication in new window or tab >>Chemistry for whom? Gender awareness in teaching and learning chemistry
2017 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 12, no 2, p. 425-433Article in journal (Refereed) Published
Abstract [en]

Marie Stahl and Anita Hussenius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Stahl and Hussenius's article Chemistry inside an epistemological community box!-Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet-Gender awareness in relations to the test designers' own conceptions- highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet-Gender awareness in relation to chemistry-discussed the hierarchy between discourses within chemistry. The third facet-Gender awareness in relation to students-problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse.

National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-288349 (URN)10.1007/s11422-016-9790-0 (DOI)000405854300012 ()
Available from: 2016-04-27 Created: 2016-04-27 Last updated: 2017-11-14Bibliographically approved
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
Hussenius, A., Scantlebury, K., Anderssson, K. & Gullberg, A. (2016). Transgressing disciplinary borders: position-status-power as feminists within science/scientists within gender studies. In: ECER 2016: Leading Education: The Distinct Contributions of Educational Research and Researchers: . Paper presented at ECER 2016 (European Conference on Education Research).
Open this publication in new window or tab >>Transgressing disciplinary borders: position-status-power as feminists within science/scientists within gender studies
2016 (English)In: ECER 2016: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Coming from natural science disciplines into a research environment where transgressive encounters between cultural, social and biological understandings of sex and gender are characteristic, we examine how one can use transgressive identities to offer a feminist critique of traditional organizational and knowledge boundaries. We examine the different experiences that have caressed, chafed, pained, influenced and thus contributed to our shaping of our identities. Our focus is the challenges and advantages of engaging with, and participating in, the cultures of different disciplines.

 

Feminism promotes an awareness of, and a need to challenge, social power structures. Feminists have provided critical stances of scientific knowledge, the production of that knowledge and where the knowledge resides. While science is an obvious ‘target’ of a feminist critique, as researchers who operate in interstitial settings between feminism and science, science and education, our positions provide us the opportunity to examine the role of status and power in elevating one subject over another and to discuss how feminism, science and science education may intersect to produce new knowledge, practices and structures.

 

In this presentation we use the concepts of interstitial spaces and transgressive identities to examine the boundaries of gender and feminist studies, science, and education and discuss our research practices and positions. In doing so, our point of departure is our own experiences. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries, but can also by experiencing new cultures and developing new knowledge return to the “old” culture to integrate these new practices. Thus, interstitial spaces establish a context for transgressive identities to emerge so one can act in ways to transform and change the cultures of disciplines.

 

Hussénius, A., Scantlebury, K., Andersson, K., and Gullberg, A. (2015). Interstitial spaces: A model for transgressive processes. In J. Bull & M. Fahlgren (Eds.) Illdisciplined Gender - Engaging Questions of Nature/Culture and Transgressive Encounters. (pp. 11-30). Crossroads of Knowledge. Rotterdam: Springer Publishing.

National Category
Gender Studies Other Natural Sciences
Identifiers
urn:nbn:se:uu:diva-287592 (URN)
Conference
ECER 2016 (European Conference on Education Research)
Available from: 2016-04-25 Created: 2016-04-25 Last updated: 2016-04-25
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