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Silfver, Eva
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Publications (10 of 59) Show all publications
Angervall, P. & Silfver, E. (2019). Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students. Studies in Graduate and Postdoctoral Education, 1-14
Open this publication in new window or tab >>Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students
2019 (English)In: Studies in Graduate and Postdoctoral Education, ISSN 2398-4686, p. 1-14Article in journal (Refereed) Accepted
Abstract [en]

Purpose – The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.

Design/methodology/approach – The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.

Findings – The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.

Social implications – The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.

Originality/value – In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Creativity, Change, Assemblage, Research education, Doctoral subjectivity, Lines of action
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-160008 (URN)10.1108/SGPE-03-2019-0028 (DOI)
Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-06-13
Gonsalves, A., Silfver, E., Danielsson, A., Ottemo, A. & Berge, M. (2019). "Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering. In: : . Paper presented at American Educational Research Association (AERA) Annual Meeting, Toronto, Canada, April 5-9, 2019. All Academic, Inc.
Open this publication in new window or tab >>"Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings. 

Place, publisher, year, edition, pages
All Academic, Inc., 2019
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-158152 (URN)
Conference
American Educational Research Association (AERA) Annual Meeting, Toronto, Canada, April 5-9, 2019
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-08-20Bibliographically approved
Silfver, E. (2019). Gender performance in an out-of-school science context. Cultural Studies of Science Education, 14(1), 139-155
Open this publication in new window or tab >>Gender performance in an out-of-school science context
2019 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 14, no 1, p. 139-155Article in journal (Refereed) Published
Abstract [en]

This article examines how school students perform gender during a visit to a science centre where they programme Lego cars. The focus is on how students relate to each other—how they talk and what they do. Theoretically, the article draws on the ‘heterosexual matrix’ and a Foucauldian understanding of how power and knowledge are tightly interwoven and that discursive practices regulate people’s possible positions and ways of being in different situations and contexts. The analysis is primarily based on video data from the science centre and a number of student interviews. The article gives several examples of how stereotypical gender performances are maintained but also challenged. This is important knowledge, because if we want to challenge norms, we first need to see them and understand how they are reproduced.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
science centre, programming, gender performance, power relations
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141517 (URN)10.1007/s11422-017-9851-z (DOI)
Available from: 2017-11-06 Created: 2017-11-06 Last updated: 2019-04-23Bibliographically approved
Gonsalves, A. J., Silfver, E., Danielsson, A. & Berge, M. (2019). "It’s not my dream, actually": students' identity work across figured worlds of construction engineering in Sweden. International Journal of STEM education, 6(13), 1-17
Open this publication in new window or tab >>"It’s not my dream, actually": students' identity work across figured worlds of construction engineering in Sweden
2019 (English)In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, no 13, p. 1-17Article in journal (Refereed) Published
Abstract [en]

Background: Research in engineering education has pointed to the need for new engineers to develop a broader skillsetwith an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineersmust engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills(Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experiencethese tensions in the final year of their construction engineering program, and as they move in and out of workplacefield experiences.Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore thedominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedishengineering program. Results demonstrate that dominant subject positions for construction engineers can troublestudents’ identity work as they move across classroom and workplace settings.Conclusions: This study expands our knowledge of the complexity of students’ identity work across classroom andworkplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positionsavailable to students are shown to trouble the identity work that students engage in as they move across these learningspaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discussimplications for teaching and research in light of students’ movements across these educational contexts.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Engineering, Masculinities, Identity, Heterogeneity
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-158184 (URN)10.1186/s40594-019-0165-4 (DOI)000464854700001 ()
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2019-09-05Bibliographically approved
Andrée, M., Arvola-Orlander, A., Berge, M., Caiman, C., Danielsson, A., Grande, V., . . . Sumpter, L. (2019). Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation. In: : . Paper presented at NERA 2019, 6-8 March Uppsala (pp. 967-971). NERA, Nordic Educational Research Association
Open this publication in new window or tab >>Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
NERA, Nordic Educational Research Association, 2019
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-157674 (URN)
Conference
NERA 2019, 6-8 March Uppsala
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-04-01Bibliographically approved
Danielsson, A., Silfver, E., Gonsalves, A., Ottemo, A. & Berge, M. (2019). Video-diaries in engineering identities research: Some methodological considerations. In: : . Paper presented at NERA 2019, 6-8 March, uppsala. NERA, Nordic Educational Research Association
Open this publication in new window or tab >>Video-diaries in engineering identities research: Some methodological considerations
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2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Place, publisher, year, edition, pages
NERA, Nordic Educational Research Association, 2019
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-157675 (URN)
Conference
NERA 2019, 6-8 March, uppsala
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-04-01Bibliographically approved
Angervall, P., Gustafsson, J. & Silfver, E. (2018). Academic Career: On institutions, social capital and gender. Higher Education Research and Development, 37(6), 1095-1108
Open this publication in new window or tab >>Academic Career: On institutions, social capital and gender
2018 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 6, p. 1095-1108Article in journal (Refereed) Published
Abstract [en]

During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Academic career, social capital, gender, institution, education sciences
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-146013 (URN)10.1080/07294360.2018.1477743 (DOI)000441641400002 ()
Funder
Swedish Research Council, 2008-4554
Available from: 2018-03-26 Created: 2018-03-26 Last updated: 2018-09-03Bibliographically approved
Ineland, J. & Silfver, E. (2018). Bedömning och betygssättning av elever med utvecklingsstörning: attityder och erfarenheter från pedagogers perspektivs. Pedagogisk forskning i Sverige, 23(1-2), 107-126
Open this publication in new window or tab >>Bedömning och betygssättning av elever med utvecklingsstörning: attityder och erfarenheter från pedagogers perspektivs
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2, p. 107-126Article in journal (Refereed) Published
Abstract [sv]

Den nya skollagen som trädde i kraft 2010 stipulerar att elever med utvecklingsstörning ska bedömas och, om vårdnadshavare så önskar, betygssättas. Syftet med föreliggande studie är att beskriva och analysera attityder och erfarenheter bland pedagogisk personal inom grund- och grundsärskola kring bedömning och betygssättning av elever med utvecklingsstörning. Informanterna kom från fem olika kommuner. Resultatet baseras på 115 lärare och pedagogers svar på en öppen och en standardiserad enkätfråga. Den kvalitativa frågan visade på utmaningar med betygssättning, vilka associerades till elevgruppens förutsättningar, rollen som lärare och pedagog samt till policy. Den standardiserade frågan visade att betygsättning har relativt svagt stöd bland lärare och pedagoger. Resultaten pekar på kluvenheten mellan olika logiker och att denna kluvenhet reflekterar en mer övergripande imitations- och autenticitetsproblematik i hanteringen av personer med utvecklingsstörning.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-147592 (URN)
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2018-10-19Bibliographically approved
Silfver, E., Maritha, J., Arnell, L., Bertilsdotter-Rosqvist, H., Härgestam, M., Sjöberg, M. & Widding, U. (2018). Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics. Gender and Education
Open this publication in new window or tab >>Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics
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2018 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
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.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
affective-discursive assemblages, grade three children, ‘ideal’ pupils, mathematics tests, power
National Category
Pedagogy Nursing
Identifiers
urn:nbn:se:umu:diva-147753 (URN)10.1080/09540253.2018.1473557 (DOI)
Available from: 2018-05-17 Created: 2018-05-17 Last updated: 2019-07-08
Danielsson, A., Silfver, E. & Berge, M. (2018). Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work. In: : . Paper presented at ECER 2018 (European Conference on Educational Research): Inclusion and Exclusion, Resources for Educational Research?, 3-7 September, Bolzano, Italy.
Open this publication in new window or tab >>Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-156681 (URN)
Conference
ECER 2018 (European Conference on Educational Research): Inclusion and Exclusion, Resources for Educational Research?, 3-7 September, Bolzano, Italy
Available from: 2019-02-22 Created: 2019-02-22 Last updated: 2019-02-25Bibliographically approved
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