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  • 1.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Exploring woman university physics students ‘doing gender’ and ‘doing physics’2012In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, no 1, p. 25-40Article in journal (Refereed)
  • 2.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning in physics by doing laboratory work: towards a new conceptual framework2009In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at exploring the gendered experience of learning in physics in the laboratory setting, a case is made for the proposed conceptual framework to facilitate an analysis of gender as an active process that relates the dynamics of this process to the emerging physicist identities of the students. In other words, this framework allows for an analysis of the gendered learning experiences in a context such as physics education that goes well beyond the usual 'women-friendly' teaching approaches.

  • 3.
    Gottzén, Lucas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Involved fatherhood?: Exploring the educational work of middle‐class men2011In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, no 5, p. 619-634Article in journal (Refereed)
    Abstract [en]

    The present paper explores middle‐class fathers’ educational work by studying how they and their partners are involved in their children’s education at home, in school, and how they investigate school options and make decisions about educational issues. Drawing on data from an ethnographic study of 30 dual‐earner couples in the Greater Los Angeles area, this article analyses how fathers position themselves in relation to discourses on parental involvement in education. In order to demonstrate the variety of ways fathers are involved three case studies are presented. It is illustrated how the men, by drawing on a discourse on involved fatherhood, position themselves in line with an ideal of parental involvement in education. Fathers who are doing less educational work than their spouses offer accounts for not taking a greater educational responsibility by drawing on a breadwinner discourse or by depicting mothers as gatekeepers of father involvement.

  • 4.
    Günther-Hanssen, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    How does Gendering Matter in Preschool Science: Emergent Science, ‘Neutral’ Environments and Gendering Processes in Preschool2020In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 32, no 5, p. 608-625Article in journal (Refereed)
    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.

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    How does Gendering Matter in Preschool Science
  • 5.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Trouble the gap: gendered inequities in STEM education2020In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 32, no 5, p. 573-576Article in journal (Other academic)
  • 6.
    Ottemo, Andreas
    et al.
    Univ Gothenburg, Dept Educ & Special Educ, POB 300, Gothenburg, Sweden..
    Gonsalves, Allison J.
    McGill Univ, Dept Integrated Studies Educ, Montreal, PQ, Canada..
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    (Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education2021In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 33, no 8, p. 1017-1032Article in journal (Refereed)
    Abstract [en]

    Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is also tightly connected to embodiment. Drawing on post-structural gender theory, we explore how notions of corporeality, style and aesthetics are articulated within computer engineering and physics settings at two higher education institutions, one in Canada, one in Sweden. Using empirical data from two case studies, we demonstrate that these disciplines are usually understood as 'gender neutral' by students but that interest and competence in these fields are simultaneously understood as embodied through neglect for style and corporeal aesthetics, in ways that contribute to the masculinisation of these fields.

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    fulltext
  • 7.
    Silfver, Eva
    et al.
    Umeå Univ, Pedag Inst, Mediagrand 14,Beteendevetarhuset, S-90187 Umeå, Sweden..
    Gonsalves, Allison J.
    McGill Univ, Dept Integrated Studies Educ, Montreal, PQ, Canada..
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Berge, Maria
    Umeå Univ, Inst Naturvetenskapernas & Matemat Didakt, Umeå, Sweden..
    Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden2022In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 34, no 8, p. 923-939Article in journal (Refereed)
    Abstract [en]

    This article explores how female university students' abilities to present themselves as 'authentic' engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students' talk as they negotiate their gendered identities to become intelligible as engineering students and engineers. We suggest that gender equality is used as a resource in the repertoires, but we also demonstrate that this discourse becomes a dilemma in that it limits possibilities for gender performances to go beyond old patterns. Despite this, the article still shows three unique ways of negotiating gender and other social categories in different situations connected to university learning and participation in internships.

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    fulltext
  • 8.
    Silfver, Eva
    et al.
    a Department of Education, Umeå University, Umeå, Sweden..
    Maritha, Jacobsson
    Department of Social Work, Umeå University, Umeå, Sweden..
    Arnell, Linda
    Department of Social Work, Umeå University, Umeå, Sweden..
    Bertilsdotter-Rosqvist, Hanna
    Department of Social Work, Umeå University, Umeå, Sweden..
    Härgestam, Maria
    Department of Nursing, Umeå University, Umeå, Sweden..
    Sjöberg, Magdalena
    Department of Sociology, Umeå University, Umeå, Sweden..
    Widding, Ulrika
    Department of Education, Umeå University, Umeå, Sweden..
    Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics2020In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 32, no 5, p. 682-696Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to analyse how Swedish grade three children are discursively positioned as pupils when they are taking national tests in mathematics and when they reflect on the testing situation afterwards. With support from theories about affective-discursive assemblages, we explore children's body language, emotions, and talk in light of the two overarching discourses that we believe frame the classroom: the 'testing discourse' and the 'development discourse'. Through the disciplinary power of these main discourses children struggle to conduct themselves in order to become recognized as intelligible subjects and 'ideal pupils'. The analysis, when taking into account how affects and discourses intertwine, shows that children can be in 'untroubled', 'troubled', or ambivalent subject positions.

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    fulltext
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