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The Historicity of the Physics Class: Enactments, Mimes and Imitation
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas.
2014 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, 495-501 p.Article in journal (Refereed) Published
Abstract [en]

This essay discusses Anna Danielsson’s article “In the physics class: university physics students’ enactments of class and gender in the context of laboratory work”. The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between “head and hand” clearly visible in the discourse of Danielsson’s informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular “belonging” and “imitation”. Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.

Place, publisher, year, edition, pages
2014. Vol. 9, no 2, 495-501 p.
National Category
History of Ideas
Research subject
History of Sciences and Ideas
URN: urn:nbn:se:uu:diva-186099DOI: 10.1007/s11422-013-9497-4OAI: oai:DiVA.org:uu-186099DiVA: diva2:572407
Swedish Research Council
Available from: 2012-11-27 Created: 2012-11-27 Last updated: 2015-04-02Bibliographically approved

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Bergwik, Staffan
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