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Andersson, Kristina
Publikasjoner (10 av 21) Visa alla publikasjoner
Hussénius, A., Scantlebury, K., Andersson, K. & Gullberg, A. (2016). Interstitial Spaces: A Model for Transgressive Processes. In: Bull, J. & Fahlgren, M. (Ed.), Illdisciplined Gender: Engaging Questions of Nature/Culture and Transgressive Encounters (pp. 11-30). Cham: Springer
Åpne denne publikasjonen i ny fane eller vindu >>Interstitial Spaces: A Model for Transgressive Processes
2016 (engelsk)Inngår i: Illdisciplined Gender: Engaging Questions of Nature/Culture and Transgressive Encounters / [ed] Bull, J. & Fahlgren, M., Cham: Springer, 2016, s. 11-30Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The chapter introduces 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. We use a metalogue as the vehicle for analyzing our autobiographies to provide examples when we have operated in interstitial spaces and engaged transgressive identities. 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. We usetransgressive identities as a theoretical description and understanding of our research practices and positions.

sted, utgiver, år, opplag, sider
Cham: Springer, 2016
Serie
Crossroads of Knowledge, ISSN 2197-9634, E-ISSN 2197-9642
Emneord
Gender Studies, Sociology of Education
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-21364 (URN)10.1007/978-3-319-15272-1_2 (DOI)000384738600002 ()978-3-319-15272-1 (ISBN)978-3-319-15271-4 (ISBN)
Merknad

Book DOI: 10.1007/978-3-319-15272-1

Tilgjengelig fra: 2016-03-30 Laget: 2016-03-30 Sist oppdatert: 2018-06-27bibliografisk kontrollert
Andersson, K., Gullberg, A., Hussénius, A. & Scantlebury, K. (2015). "We do science, we don't do gender!" Challenging science teaching education: Gender awareness in contructing knowledge of science and science teaching. In: T. P. Light, J. Nicolas & R. Bondy (Ed.), Feminist Pedagogy in Higher Education : Critical Theory and Practice. Waterloo, ON, Canada: Wilfrid Laurier University Press
Åpne denne publikasjonen i ny fane eller vindu >>"We do science, we don't do gender!" Challenging science teaching education: Gender awareness in contructing knowledge of science and science teaching
2015 (engelsk)Inngår i: Feminist Pedagogy in Higher Education : Critical Theory and Practice / [ed] T. P. Light, J. Nicolas & R. Bondy, Waterloo, ON, Canada: Wilfrid Laurier University Press , 2015Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Waterloo, ON, Canada: Wilfrid Laurier University Press, 2015
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13020 (URN)978-1-77112-114-9 (ISBN)
Tilgjengelig fra: 2012-09-22 Laget: 2012-09-22 Sist oppdatert: 2018-12-03bibliografisk kontrollert
Andersson, K. & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children?. Cultural Studies of Science Education, 9(2), 275-296
Åpne denne publikasjonen i ny fane eller vindu >>What is science in preschool and what do teachers have to know to empower children?
2014 (engelsk)Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, nr 2, s. 275-296Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article we problematize the purpose of teaching science in preschool and what competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section we have used one situation, a floating-sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences that are fruitful in preschool. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with the children were unsuccessful, because the children’s thoughts about concepts did not develop but even the situation enhanced a misconception concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating-sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had acquired a positive experience of the density concept that they could build upon which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.

Emneord
Empowerment, feminist perspective, pedagogical content knowledge, pre-school, science education
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-9876 (URN)10.1007/s11422-012-9439-6 (DOI)2-s2.0-84902795777 (Scopus ID)
Tilgjengelig fra: 2011-08-22 Laget: 2011-08-22 Sist oppdatert: 2018-03-13bibliografisk kontrollert
Hussénius, A., Andersson, K., Gullberg, A. & Scantlebury, K. (2013). Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society. In: N. Mansour & R. Wegerif (Ed.), Science Education for Diversity: Theory and Practice (pp. 301-315). Rotterdam: Springer Netherlands
Åpne denne publikasjonen i ny fane eller vindu >>Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society
2013 (engelsk)Inngår i: Science Education for Diversity: Theory and Practice / [ed] N. Mansour & R. Wegerif, Rotterdam: Springer Netherlands, 2013, s. 301-315Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

A Chinese proverb observes that women “hold up half the sky”, yet often in science education we have ignored the knowledge generated by feminist researchers about how females engage and participate in science. Further, science education has often failed to consider the implications from feminist critiques of science on science education. This chapter will provide a feminist perspective on who generates knowledge in science education and what knowledge is acceptable as ‘scientific’ by the field. Second, we will discuss the culture of science education and discuss whether science educators value the knowledge produced by gender and feminist researchers. In particular, we will examine the integration (or lack thereof) of gender issues into the dominant areas in science education research, such as teachers’ pedagogical content knowledge, the development of students’ science knowledge through inquiry, the role of conceptual change, and teachers’ preparation and professional development programs. Third, we will provide examples of how gender theory and feminist perspectives in science education could generate new knowledge about gender and science education.

sted, utgiver, år, opplag, sider
Rotterdam: Springer Netherlands, 2013
Serie
Cultural Studies of Science Education, ISSN 1879-7229 ; 8
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-9969 (URN)10.1007/978-94-007-4563-6_14 (DOI)978-94-007-4562-9 (ISBN)978-94-007-4563-6 (ISBN)
Tilgjengelig fra: 2011-08-31 Laget: 2011-08-31 Sist oppdatert: 2018-03-13bibliografisk kontrollert
Andersson, K. (2013). Vad har genus med naturvetenskap att göra?. In: Hans Olsson, Tommy Eriksson (Ed.), Den onaturliga naturen: Kunskapsmaterial om sexualitet och kön för lärare i naturkunskap och biologi på gymnasiet. RFSU
Åpne denne publikasjonen i ny fane eller vindu >>Vad har genus med naturvetenskap att göra?
2013 (svensk)Inngår i: Den onaturliga naturen: Kunskapsmaterial om sexualitet och kön för lärare i naturkunskap och biologi på gymnasiet / [ed] Hans Olsson, Tommy Eriksson, RFSU , 2013Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
RFSU, 2013
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13022 (URN)978-91-85188-80-2 (ISBN)
Merknad

Ingår i en antologi utgiven av RFSU, med ekonomiskt stöd från Skolverket om sex- och samlevnadsundervisning i gymnasieskolan publicerad online.

Tilgjengelig fra: 2012-09-22 Laget: 2012-09-22 Sist oppdatert: 2018-03-13bibliografisk kontrollert
Ekblom, J., Hjelm-Wigren, E., Gullberg, A. & Andersson, K. (2012). Allt har ställts på kant, men det är tusen gånger roligare - vad naturvetenskap kan vara i förskolan.. Pedagogiska Magasinet
Åpne denne publikasjonen i ny fane eller vindu >>Allt har ställts på kant, men det är tusen gånger roligare - vad naturvetenskap kan vara i förskolan.
2012 (svensk)Inngår i: Pedagogiska Magasinet, ISSN 1401-3320Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Submitted
sted, utgiver, år, opplag, sider
Stockholm: Lärarförbundet, 2012
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13023 (URN)
Tilgjengelig fra: 2012-09-22 Laget: 2012-09-22 Sist oppdatert: 2018-03-13bibliografisk kontrollert
Hussénius, A., Danielsson, A., Andersson, K., Gullberg, A. & Scantlebury, K. (2012). Challenging primary student teachers' conceptions of gender and science: The initial phases of a research and intervention project. In: : . Paper presented at BERA Annual Conference, Manchester, UK, 4th–6th September 2012.
Åpne denne publikasjonen i ny fane eller vindu >>Challenging primary student teachers' conceptions of gender and science: The initial phases of a research and intervention project
Vise andre…
2012 (engelsk)Konferansepaper, Poster (with or without abstract) (Fagfellevurdert)
Emneord
gender, teacher education, science education, identity
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-12996 (URN)
Konferanse
BERA Annual Conference, Manchester, UK, 4th–6th September 2012
Prosjekter
Challenging science teacher education: Gender awareness in constructing knowledge of science and science teaching
Forskningsfinansiär
Swedish Research Council, 721-2010-5156
Tilgjengelig fra: 2012-09-21 Laget: 2012-09-21 Sist oppdatert: 2018-12-03bibliografisk kontrollert
Andersson, K., Danielsson, A., Gullberg, A. & Hussénius, A. (2012). Chasing borderlands - pre-service teachers' meeting with different cultures in their education. In: : . Paper presented at Gender and Education Association Interim Conference, 11-13 april 2012, Göteborg.
Åpne denne publikasjonen i ny fane eller vindu >>Chasing borderlands - pre-service teachers' meeting with different cultures in their education
2012 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13019 (URN)
Konferanse
Gender and Education Association Interim Conference, 11-13 april 2012, Göteborg
Tilgjengelig fra: 2012-09-22 Laget: 2012-09-22 Sist oppdatert: 2018-12-03bibliografisk kontrollert
Gullberg, A., Andersson, K., Hussénius, A. & Danielsson, A. (2012). "Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.. Utbildning och lärande
Åpne denne publikasjonen i ny fane eller vindu >>"Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.
2012 (svensk)Inngår i: Utbildning och lärandeArtikkel i tidsskrift (Annet vitenskapelig) Submitted
Abstract [en]

This paper reports from a study exploring how an increased knowledge about gender issues can affect pre-school student teachers’ reflections and actions concerning science and technology activities. We have analysed written assignments given to student enrolled in a teacher education programme as well as group discussions that were part of their science and technology courses. One assignment was focused on describing situations during their pre-school placements where the students themselves judged gender to be important. The analysis identifies a reoccurring argumentation among the students that draws on an idea that children need to ‘be who they are’, thus portraying them as having a stable core identity. In this paper we ask what it means to let the children ‘be who they are’ and what the consequences of this view for developing the pre-school according to the curriculum and the education act can be. In doing so, we discuss issues that respectively may promote and hinder pre-school teachers to develop strategies that challenges stereotypical gender patterns. Furthermore, we problematize what consequences this might have for science teaching.

sted, utgiver, år, opplag, sider
Skövde: Högskolan i Skövde, 2012
Emneord
gender, pre-school teacher education, science education
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13018 (URN)
Tilgjengelig fra: 2012-09-22 Laget: 2012-09-22 Sist oppdatert: 2018-12-03bibliografisk kontrollert
Hussénius, A., Andersson, K. & Gullberg, A. (2012). Integrerad undervisning om genus: på lärarprogrammets ämneskurser. In: Anna Lundberg & Ann Werner (Ed.), Genusvetenskapens pedagogik och didaktik: (pp. 36-44). Göteborg: Nationella sekretariatet för genusforskning
Åpne denne publikasjonen i ny fane eller vindu >>Integrerad undervisning om genus: på lärarprogrammets ämneskurser
2012 (svensk)Inngår i: Genusvetenskapens pedagogik och didaktik / [ed] Anna Lundberg & Ann Werner, Göteborg: Nationella sekretariatet för genusforskning , 2012, s. 36-44Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Göteborg: Nationella sekretariatet för genusforskning, 2012
Serie
En skriftserie om genusvetenskap ; 1
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-13027 (URN)978-91-980802-0-9 (ISBN)
Prosjekter
Challenging science teacher education: Gender wareness in constructing knowledge of science and science teaching
Forskningsfinansiär
Swedish Research Council, 721-2010-5156
Tilgjengelig fra: 2012-09-23 Laget: 2012-09-23 Sist oppdatert: 2018-12-03bibliografisk kontrollert