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  • 1.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Danielsson, Anna
    Institutionen för ämnesdidaktik, Stockholms Universitet.
    Klassklättring och matematik-kapital: en fallstudie2022Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 31, nr 1, s. 31-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we report from a case study of a student from non-academic background, who has continued on to study mathematics in higher education. Bourdieu’s concepts of capital, habitus, and field were used to analyse thestudent’s trajectory into university mathematics, with a particular focuson mathematics specific capital. Data was collected through classroom observations and three semi-structured interviews, over a period of three years. The analysis showed how the student acquired mathematics capital by acting as an informal teaching assistant, thus receiving recognitionfrom both peers and teachers for his mathematical abilities. The longitudinal interviews also demonstrated how the student has continuously been able to expand his social capital related to mathematics and science. We argue that it is important for higher education researchers and teachers to consider disciplinary specific capital, and also to provide students withopportunities to acquire such capital.

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  • 2.
    Danielsson, Anna
    et al.
    Stockholm University, Stockholm, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Österling, Lisa
    Stockholm University, Stockholm, Sweden.
    Leticia, Bruna
    Stockholm University, Stockholm, Sweden.
    Truong, Nhu
    Stockholm University, Stockholm, Sweden.
    Valero, Paola
    Stockholm University, Stockholm, Sweden.
    Walking ethnographies in higher education spaces of physics2023Ingår i: ECER 2023: Programme, EERA , 2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    This presentation draws on the methodological pilot from a new research project focused on in/exclusion in higher education physics and mathematics (PI: last author), illustrating the reciprocal process of theoretical and methodological fine-tuning as the project literally takes its first empirical steps during walking ethnographies in higher education settings. The project explores the paths of students from under-represented groups into the fields of physics and mathematics, and the identities that they build as they engage with these disciplinary areas. We are inspired by socio-material perspectives that consider humans and nonhumans as constantly performed and enacted (de Freitas & Curinga, 2015). In their engagement with the disciplines of physics and mathematics, the students link into socio-historic practices and virtues, learning those through participation (Daston & Gallison 2007). From such a perspective, scientific knowledge can not be separated from the knower. More specifically, Mol (2002) argues that objects and subjects need to be understood as enacted inseparably in the multiple materialized relations of scientific practice. As such, human actors, scientific practices, materialities are all entangled in distributed networks of materialization of practice. Identity can be studied by tracing the assemblages of practice in which bodies, spaces and materials - objects, instruments, artefacts, matter - as well as language as materialities come to be connected (Acton 2017). In order to trace the reciprocity of student identities and scientific materialities we use walking ethnographies to identify configurations of identity that promote students’ successful engagement. In the walking ethnographies students are invited to take the researcher around places of importance to them as physics or mathematics students (e.g. laboratories, lecture halls, social areas, study spaces), focusing on the use of materials in the places (e.g. which objects, materials, instruments are used how and where), how the students experience the places (e.g. as contributing to a sense of belonging or competence, safety and/or insecurity) and their engagement with the room distribution, instruments and other artefacts in these spaces. As such, our methodological pilot seeks to sharpen our ethnographic gaze and our analytical apparatus. In the conference presentation we focus on how the data generated during the walking ethnographies is entangled with our theoretical vantage points, both in the generation and the analysis of the data.

  • 3.
    Danielsson, Anna
    et al.
    Uppsala Universitet, Sverige.
    Lidar, Malena
    Uppsala universitet, Sverige.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this presentation, we explore the co-production of knowledge and power in secondary school physics classrooms. The basic premise is that the privileging of certain content in teaching has consequences for what the students are given the opportunity to learn, and can thus be regarded as an aspect of power (cf. Foucault 1982/2002; Öhman, 2010). The presentation will focus on the methodological considerations involved in analysing the co-construction of knowledge and power and outline the findings of our analysis. The empirical data consists of video recordings and field notes from physics lessons in three lower secondary schools (14-15 years old students), where the students are differently situated in terms of socioeconomic and cultural background. A key construct in our analysis is ‘governance’: we analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions (cf. Foucault, 1982/2002). Thereafter, we investigate similarities and differences in the classrooms in terms of how governance is staged and what potential consequences this can have (see Danielsson, Berge and Lidar (2017) and Östman, Öhman, Lundqvist and Lidar (2015) for similar approaches used in science education). Teachers from all three schools adhere to a rather traditional interpretation of a physics curriculum, in that moral and political aspects are largely excluded. However, a more in-depth analysis highlights differences between the classrooms, in that the students in the three classrooms are given very different opportunities for participating in the teaching and learning, and creating relationships with the content. For example, in two of the studied classrooms, the teacher to a large extent controls the content progression, but in one classroom this takes place by inviting students to contribute physics knowledge that has not yet been presented, whereas in the other classroom it takes place by asking questions of a controlling character (thus, checking that they have followed what just have been said). Hence, the conditions for taking part in knowledge-making in the classrooms vary greatly. In the context of this symposium, we are interested in discussing how the production of categories of difference (such as social class and gender) can be taken into account in an analysis of didactical interactions, in ways that highlight potential inequalities without reproducing those through the analysis.

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