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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 Preschool2019In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article 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.

  • 5.
    Silfver, Eva
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Maritha, Jacobsson
    Umeå universitet, Institutionen för socialt arbete.
    Arnell, Linda
    Umeå universitet, Institutionen för socialt arbete.
    Bertilsdotter-Rosqvist, Hanna
    Umeå universitet, Institutionen för socialt arbete.
    Härgestam, Maria
    Umeå universitet, Institutionen för omvårdnad.
    Sjöberg, Magdalena
    Umeå universitet, Sociologiska institutionen.
    Widding, Ulrika
    Umeå universitet, Pedagogiska institutionen.
    Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics2018In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article 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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