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Gullberg, Annica
Publications (10 of 18) Show all publications
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
Open this publication in new window or tab >>Interstitial Spaces: A Model for Transgressive Processes
2016 (English)In: Illdisciplined Gender: Engaging Questions of Nature/Culture and Transgressive Encounters / [ed] Bull, J. & Fahlgren, M., Cham: Springer, 2016, p. 11-30Chapter in book (Refereed)
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.

Place, publisher, year, edition, pages
Cham: Springer, 2016
Series
Crossroads of Knowledge, ISSN 2197-9634, E-ISSN 2197-9642
Keywords
Gender Studies, Sociology of Education
National Category
Gender Studies
Identifiers
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)
Note

Book DOI: 10.1007/978-3-319-15272-1

Available from: 2016-03-30 Created: 2016-03-30 Last updated: 2018-06-27Bibliographically approved
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
Open this publication in new window or tab >>"We do science, we don't do gender!" Challenging science teaching education: Gender awareness in contructing knowledge of science and science teaching
2015 (English)In: Feminist Pedagogy in Higher Education : Critical Theory and Practice / [ed] T. P. Light, J. Nicolas & R. Bondy, Waterloo, ON, Canada: Wilfrid Laurier University Press , 2015Chapter in book (Refereed)
Place, publisher, year, edition, pages
Waterloo, ON, Canada: Wilfrid Laurier University Press, 2015
National Category
Gender Studies
Identifiers
urn:nbn:se:hig:diva-13020 (URN)978-1-77112-114-9 (ISBN)
Available from: 2012-09-22 Created: 2012-09-22 Last updated: 2018-12-03Bibliographically approved
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
Open this publication in new window or tab >>What is science in preschool and what do teachers have to know to empower children?
2014 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 9, no 2, p. 275-296Article in journal (Refereed) 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.

Keywords
Empowerment, feminist perspective, pedagogical content knowledge, pre-school, science education
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-9876 (URN)10.1007/s11422-012-9439-6 (DOI)2-s2.0-84902795777 (Scopus ID)
Available from: 2011-08-22 Created: 2011-08-22 Last updated: 2018-03-13Bibliographically approved
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
Open this publication in new window or tab >>Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society
2013 (English)In: Science Education for Diversity: Theory and Practice / [ed] N. Mansour & R. Wegerif, Rotterdam: Springer Netherlands, 2013, p. 301-315Chapter in book (Refereed)
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.

Place, publisher, year, edition, pages
Rotterdam: Springer Netherlands, 2013
Series
Cultural Studies of Science Education, ISSN 1879-7229 ; 8
National Category
Didactics
Identifiers
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)
Available from: 2011-08-31 Created: 2011-08-31 Last updated: 2018-03-13Bibliographically approved
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
Open this publication in new window or tab >>Allt har ställts på kant, men det är tusen gånger roligare - vad naturvetenskap kan vara i förskolan.
2012 (Swedish)In: Pedagogiska Magasinet, ISSN 1401-3320Article in journal (Other (popular science, discussion, etc.)) Submitted
Place, publisher, year, edition, pages
Stockholm: Lärarförbundet, 2012
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-13023 (URN)
Available from: 2012-09-22 Created: 2012-09-22 Last updated: 2018-03-13Bibliographically approved
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.
Open this publication in new window or tab >>Challenging primary student teachers' conceptions of gender and science: The initial phases of a research and intervention project
Show others...
2012 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
gender, teacher education, science education, identity
National Category
Educational Sciences Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-12996 (URN)
Conference
BERA Annual Conference, Manchester, UK, 4th–6th September 2012
Projects
Challenging science teacher education: Gender awareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2012-09-21 Created: 2012-09-21 Last updated: 2018-12-03Bibliographically approved
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.
Open this publication in new window or tab >>Chasing borderlands - pre-service teachers' meeting with different cultures in their education
2012 (English)Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-13019 (URN)
Conference
Gender and Education Association Interim Conference, 11-13 april 2012, Göteborg
Available from: 2012-09-22 Created: 2012-09-22 Last updated: 2018-12-03Bibliographically approved
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
Open this publication in new window or tab >>"Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.
2012 (Swedish)In: Utbildning och lärandeArticle in journal (Other academic) 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.

Place, publisher, year, edition, pages
Skövde: Högskolan i Skövde, 2012
Keywords
gender, pre-school teacher education, science education
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-13018 (URN)
Available from: 2012-09-22 Created: 2012-09-22 Last updated: 2018-12-03Bibliographically approved
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
Open this publication in new window or tab >>Integrerad undervisning om genus: på lärarprogrammets ämneskurser
2012 (Swedish)In: Genusvetenskapens pedagogik och didaktik / [ed] Anna Lundberg & Ann Werner, Göteborg: Nationella sekretariatet för genusforskning , 2012, p. 36-44Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Nationella sekretariatet för genusforskning, 2012
Series
En skriftserie om genusvetenskap ; 1
National Category
Educational Sciences Gender Studies
Identifiers
urn:nbn:se:hig:diva-13027 (URN)978-91-980802-0-9 (ISBN)
Projects
Challenging science teacher education: Gender wareness in constructing knowledge of science and science teaching
Funder
Swedish Research Council, 721-2010-5156
Available from: 2012-09-23 Created: 2012-09-23 Last updated: 2018-12-03Bibliographically approved
Andersson, K., Danielsson, A., Gullberg, A. & Hussénius, A. (2011). Acting for change: Challenging teachers through theatre, interventions and research. In: : . Paper presented at The 8th International Gender and Education Association, 27-29 april 2011, Exeter, Storbritannien.
Open this publication in new window or tab >>Acting for change: Challenging teachers through theatre, interventions and research
2011 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-9878 (URN)
Conference
The 8th International Gender and Education Association, 27-29 april 2011, Exeter, Storbritannien
Available from: 2011-08-22 Created: 2011-08-22 Last updated: 2018-12-03Bibliographically approved
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