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Chemistry for whom? Gender awareness in teaching and learning chemistry
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
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.

Place, publisher, year, edition, pages
2017. Vol. 12, no 2, p. 425-433
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URN: urn:nbn:se:uu:diva-288349DOI: 10.1007/s11422-016-9790-0ISI: 000405854300012OAI: oai:DiVA.org:uu-288349DiVA: diva2:923981
Available from: 2016-04-27 Created: 2016-04-27 Last updated: 2017-11-14Bibliographically approved

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Andersson, Kristina

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