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  • 1.
    Andrée, Maria
    et al.
    Stockholms universitet.
    Arvola-Orlander, Auli
    Stockholms universitet.
    Berge, Maria
    Umeå universitet.
    Caiman, Cecilia
    Stockholms universitet.
    Danielsson, Anna
    Uppsala universitet.
    Grande, Virginia
    Uppsala universitet.
    Günter, Katerina
    Uppsala universitet.
    Günther-Hanssen, Anna
    Uppsala universitet.
    von Hausswolff, Kristina
    Uppsala universitet.
    Jobér, Anna
    Malmö universitet.
    Johansson, Anders
    Nyström, Anne-Sofie
    Uppsala universitet.
    Ottemo, Andreas
    Göteborgs universitet.
    Palmer, Anna
    Stockhlms universitet.
    Peters, Anne-Kathrine
    Uppsala universitet.
    Planting-Bergloo, Sara
    Stockholms universitet.
    Silfver, Eva
    Umeå universitet.
    Ståhl, Marie
    Göteborgs universitet.
    Sumpter, Lovisa
    Stockholms universitet.
    Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation2019Konferansepaper (Fagfellevurdert)
  • 2.
    Angervall, Petra
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Studiens kontext, begreppsram och empiri2013Inngår i: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, s. 19-37Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Angervall, Petra
    et al.
    Göteborgs universitet.
    Gustafsson, Jan
    Göteborgs universitet.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Academic Career: On institutions, social capital and gender2018Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, nr 6, s. 1095-1108Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 4.
    Angervall, Petra
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Akademisk karriär i sociala nätverk2013Inngår i: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, s. 124-142Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Angervall, Petra
    et al.
    Inst. för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Inst. för pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Gendered networks in academia2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.

  • 6.
    Angervall, Petra
    et al.
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Inst. i pedagogik och specialpedagogik, Göteborgs universitet.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Policy and governance in academic networks2011Konferansepaper (Fagfellevurdert)
  • 7.
    Angervall, Petra
    et al.
    University of Gothenburg, Gothenburg, Sweden, and University of Borås, Borås, Sweden.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students2019Inngår i: Studies in Graduate and Postdoctoral Education, ISSN 2398-4686, E-ISSN 2398-4694, Vol. 10, nr 2, s. 142-154Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 8.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ingerman, Åke
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Danielsson, Anna
    King's College London, London, United Kingdom.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Searching for a viable approach to project work in engineering education2017Inngår i: Proceedings of the 45th SEFI Annual Conference 2017: Education Excellence for Sustainability / [ed] Bernardino J.,Rocha J.,Quadrado J.C., European Society for Engineering Education (SEFI) , 2017, s. 1393-1400Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Many engineering departments across the world are moving towards implementing project-organised courses. In this paper we make the claim that there is a need for quality criteria for project work, given that research provides a mixed picture of what students can potentially learn in project work. The empirical data in this case study consists of ethnography, video-recordings, video-diaries and interviews, from one project work with four students taking a six weeks long course on machine elements. Our analysis shows that the students spend substantial amounts of time on activities with little or no value to their education, but that this is interspersed with very productive moments. In addition, our analysis showed that two of the students worked considerably less than the other two, but the assessment structure made this more or less invisible to the teacher. The analysis also illustrates the uneven nature of implementations of group work and we argue that as engineering educators we must implement approaches to project work that bring out and utilise the valuable parts, while actively suppressing less productive parts, thereby producing a shift towards being more 'effective.

  • 9.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mendick, Heather
    Freelance Academic, UK.
    Andreas, Ottemo
    Gothenburg University, Gothenburg, Sweden.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Walking the line of being a geek or not: race, gender and re-surfacing stereotypes2023Inngår i: ECER 2023: Programme, EERA , 2023Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Who is a geek? In popular media the geeks are often portrayed as the school’s losers who perform well in school but have low status (Salter and Blodget, 2017). The low status of the geek/nerd/swot/boffin in schools has had the implication of making it less attractive to study hard (Francis 2009, Jackson & Nyström, 2015). This is especially true for male students who do a balancing act to not be categorised as a geek or nerd (Asp-Onsjö & Öhrn, 2015; Nyström, 2012; Peltola & Phoenix, 2022). Different negative traits are connected to the geek label, such as not caring what to wear and not being sporty, and sometimes boys perform purposely less well in school to avoid this label (Nyström 2012). At the same time as this geek figure is ‘congenitally uncool’ the geek figure has always been strongly connected to science, technology and computer science, and the position of being a genius (Willey & Subramaniam, 2017). The idea of brilliant geekiness has been so powerful that people seeking to hire computer programmers have looked for signs of it as proof of intelligence and programming ability (Kendal 1999). The geek figure, the awkward genius, primarily white and male, has thus gatekeeping functions in technology.

    However, over the last decades the geek label has shifted significantly: from historically being associated with mockery and an outsider position, the geek has become increasingly dominant both in popular media as well as in economic and cultural structures (Salter and Blodget, 2017; Tocci 2009). This shift is partly displayed in how geeks are celebrated in real life, for example Bill Gates and Steve Jobs, but also how the geek figure has become a central one in popular media. The geek entrepreneur in movies such as Iron man and The Social Network answers ‘contemporary tensions within masculinity and capitalism’ (Mendick et al, 2021, p. 2). According to Tocci (2009), there are four overlapping images of geeks today: the Geek as a misfit, the Geek as a genius, the Geek as a fan and ‘Geek as chic’. The Geek as a misfit has low status and is awkward and the Geek as a genius (with the example of Bill Gates) is passionate about technology. Both these images are in line with how a geek has traditionally been conceived before. However, the Geek as a fan is described as into geeky hobbies (such as games, science-fiction, and other traditionally geeky media), but with a ‘shared sense of childlike playfulness, and potentially a purposeful resistance against broader norms of maturity’ (p. 322), which is not necessarily a low status position. The image of Geek as chic makes it not just okay to be a geek, but it is actually a high-status position, the geeks are thought to represent their own hip subculture of sorts and their own sense of style. 

    How big this shift or movement is around the geek figure is contested and needs to be investigated, especially how the limits and borders have changed in relation to race and gender. There is also an urgent need to address if the geek figure still operates as gatekeeper to technology education. The aim of this study is to explore this shift around the geek figure by interviewing Swedish teenagers about what they think about geeks and geekiness today.  

    Methods/methodology: We did group interviews with 32 students doing their third year in upper secondary school, all being 18-19 years old. These 32 students, 21 boys and 11 girls, were classmates in three different school programmes: the Natural Science Programme, the Technology Programme and the Social Science Programme. The students were asked about what a geek is and how it is possible to know if someone is a geek. We also asked if they saw themselves as geeks and if there are any good or bad sides of being a geek. To prompt them to speak of geekiness, we showed them four clips of people handling technology from four US films: Men in Black (1997) featuring Agent J, The Social Network (2010) a biopic of Mark Zuckerberg, Age of Ultron (2015) with Tony Stark and Bruce Banner, and The Black Panther (2018) with the Princess of Wakanda Shuri teasing her brother T’Challa/Black Panther.

    In our analysis we focused on how the geek figure was positioned by the students in the interviews, how the students related to the geek figure themselves and how the movie characters in the four selected clips were perceived by the students. The first step in our analysis was, after listening to all the interviews carefully, to select instances where geekiness or geeks were described, looking for storylines of geekiness: How do the students position the geek figure? Positioning is the discursive process that people use in conversations to arrange social structures (Davies and Harré, 1990), where positionings can be deliberate, inadvertent, presumptive or taken for granted (Harré et al., 2009). Positionings are always twofold, in that a positioning of someone else also implies a positioning of oneself, so what they express about geeks gives us clues about their own relationship to geekiness. Storylines that are linked to cultural contexts beyond the actual conversation unfold as participants are engaged in positioning themselves and others (Davies and Harré, 1990; Harré and Langenhove, 1999), for example that the geek has suffered and has unhealed wounds (Mendick et al, 2021) or the idea of STEM being a meritocracy (Willey & Subramaniam, 2017). We also analysed how the movie characters Agent J, Mark Zuckerberg, Tony Stark and Bruce Banner, and Shuri and T’Challa were positioned by the students, with a special focus on race and gender.

    Expected outcomes/results: Our results illustrate how upper secondary Swedish students position geeks as belonging to one of two storylines: The storyline of the modern geek where it is cool to be a geek and the position is non-gendered and non-racialised, and The storyline of the stereotypical geek where the geek is white, male, socially awkward, and primally interested in technology. Since the students use the word ‘stereotypical’ when they talk about the low-status geek it is tempting to believe that this position is only a remnant of timed passed, but this storyline is still active in their narratives. For example, they position people at their own school as stereotypical geeks. These two storylines were interlinked. In the storyline of the modern geek the geek position is open for everyone, but this idea was simply not coherent with how many students did not let the character Shuri pass as a geek. The arguments for not positioning her as a geek (apart from being a woman and black), were that Shuri was too good-looking, too well-dressed and too social. Among all the characters we presented to participants, the character of Shuri was the one the students perceived as least authentic. This is interesting, because they continued saying that ‘[today] anyone can become a geek’ and that gender, race, class, and sexuality have no significance. In our reading, this parallel view of what a geek is keeps the myth of a geek meritocracy (Willey & Subramaniam, 2017) intact, at the same time as they clearly were more hesitant to position black women as geeks. Therefore, our data indicates that hopes that the pluralized modern geek position, i.e. ‘the geek is chic’ (Tocci, 2009) will provide a gateway into STEM for black female students are not well-founded.

  • 10.
    Berge, Maria
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Department of Education, Uppsala University, Uppsala, Sweden; School of Education, Communication and Society, King's College London, London, UK.
    In search of the new engineer: gender, age, and social class in information about engineering education2019Inngår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 44, nr 5, s. 650-665Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.

    Fulltekst (pdf)
    fulltext
  • 11.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Johnels, Dan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
    Swine flu and Tamiflu®: context-based chemistry in Swedish upper secondary school2011Konferansepaper (Fagfellevurdert)
  • 12.
    Danielsson, Anna
    et al.
    Uppsala universitet .
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work2018Konferansepaper (Fagfellevurdert)
  • 13.
    Danielsson, Anna
    et al.
    Uppsala universitet.
    Silfver, Eva
    Umeå universitet.
    Berge, Maria
    Umeå universitet.
    Engineering Identities: Affordances and Constraints of Different Methods for Exploring Engineering Students’ Identity Work2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Previous engineering education research concerned with inclusion and exclusion has typically focused on female underrepresentation and the identity work necessary for women in engineering (cf. Tonso 1999, Phipps 2008). This presentation has dual purposes; one empirical and one methodological. The empirical object under investigation is how social class is negotiated in male engineering students’ narratives about ‘educational choice’ and professional trajectories, with a particular focus on how trajectories into, through, and out of engineering educations are constructed. The methodological purpose is to discuss the affordances and constraints of using a small-scale ethnographic approach for exploring students’ identity constitution in the context of engineering education. The empirical data was collected within the bachelor Engineering Mechanics Programme (EMP) and consists of interviews with six engineering students, video-diaries recorded by the interviewed students, ethnographic field-notes from lectures and video-recordings or project work. Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). The EMP was chosen as it, as educating for a traditional branch of engineering, is likely to incorporate tensions between traditional and contemporary notions of engineering. The ethnographic observations and video-recordings of project work show an enactment of a passion for technology, but also an instrumental approach to the education and the completion of the project (see also, Ottemo 2015). The interviews and video-diaries provide additional means of exploring this passion/instrumental tension in relation to the students’ conceptualisation of engineering education practices, in particular the extent to which they take pride in the completion of the product of their project work. A reoccurring theme in the interviews and video-diaries is also students’ negotiations of tensions between practical and theoretical/analytical aspects of engineering, something that can be interpreted in relation to a doing of social class (Gonsalves et al. 2016). The presentation will discuss further examples of findings, as related to particular methods for data collection and how the data collection methods complement one another.

  • 14.
    Danielsson, Anna
    et al.
    King's College London, London, UK.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Masculinities and social class in conceptualisations of the engineering mechanics programme2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). In this study we explore how students understand the educational opportunities provided by a particular engineering education, namely bachelor Engineering Mechanics Programme (EMP), with a particular focus on how the perceived opportunities are related to class and gender. The empirical data consists of engineering education websites, interviews with EMP students, and video-diaries recorded by the interviewed students. In the analysis of the websites four different, potential engineering identity positions were discerned: The engineer as a traditional technologist, the engineer as a contemporary technologist, the responsible engineer, and the self-made engineer. The initial analysis of the interviews and video-diaries bring tensions between practical and theoretical/analytical aspects of engineering to the fore, and we use two case studies of interviewed students to illustrate how these students nagivate the theory/practice dichotomy and the various identity positions available within the EMP.

  • 15.
    Danielsson, Anna
    et al.
    Uppsala universitet.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Masculinities and social class in the engineering mechanics programme2018Konferansepaper (Annet vitenskapelig)
  • 16.
    Danielsson, Anna
    et al.
    Uppsala universitet.
    Silfver, Eva
    Umeå universitet.
    Gonsalves, Allison
    McGill University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå universitet.
    Video-diaries in engineering identities research: Some methodological considerations2019Konferansepaper (Fagfellevurdert)
  • 17.
    Danielsson, Anna T.
    et al.
    Department of Education, Uppsala University Uppsala, Sweden.
    Gonsalves, Allison J.
    Department of Integrated Studies in Education, McGill University, Montreal, Canada.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students2019Inngår i: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 11, nr 3, s. 172-195Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it is widely argued that change is needed in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this study we conceptualized identity as socially and discursively produced, and focus on tracing students’ identity trajectories. The empirical data consists of ethnographic field notes from lectures, video-recordings of project work, semi-structured interviews, and video-diaries recorded by the students. The findings show that even though all four students unproblematically associate with the ‘technicist’masculinity of their chosen program it takes considerable work to incorporate the project work into their engineering trajectories. Further, ‘laddish’ masculinities re/produced in higher education in engineering also contribute to a ‘troubled’ identity trajectory for one of the interviewed students.

    Fulltekst (pdf)
    fulltext
  • 18. Danielsson, Anna T.
    et al.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Although we are engineers, we will work with people too…"2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper aims at exploring how intersections of gender, age, social class, and ethnicity are negotiated in talk about the transition from being an engineering student to becoming an engineer. The empirical data consists of final year female engineering students’ narratives collected through video-diaries and interviews. Theoretically we draw on critical discursive psychology (Potter and Wetherell 1992). We investigate how female engineering students use different interpretative repertoires (Edley 2001), which can be described as specific and often contradicting ways of talking about a phenomenon in everyday conversations. Different repertoires are used strategically by people as a way to make sense of their actions and ideas by representing them as ‘good’ and ‘normal’ in the specific context. Wetherell and Potter (1992) argue that repertoires are related to social structures and power relations, which means that not all repertories are available for every individual. The concept of interpretative repertoires is helpful when it comes to analysing the students’ (in)ability to use different repertoires and, in this sense, the (im)possibility for them to achieve different subject positions when they talk about engineering studies and engineering. Power relations are upheld when some social positions becomes troubled, i.e. when a position is questioned or criticized in different ways, while another position is regarded as untroubled, i.e. as a normal and righteous identity that needs no further explaining (Wetherell 1998). The two positions, troubled/untroubled, help to analyze how and in what contexts notions of gender, age, social class and ethnicity are given importance in students’ talk. Our results show that the students are discursively produced as in need of ‘thick skin’. They are both seen as special and normal, too strong and too week, welcomed and pitted. Being older or born abroad is interpreted as unproblematic, but seems to produce invisibility and limited access to employability.

  • 19.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Teachers and SSI in Sweden2010Inngår i: Contemporary science education research: preservice and inservice teacher education ; European Science Education Research Association / [ed] M.F. Taşar & G. Çakmakcı, Ankara, Turkey: Pegem Akademi , 2010, s. 253-262Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we investigate a large group of teachers´ work with socio-scientific issues (SSI). They could choose between several cases and were free to organize the work as they found appropriate.  How do teachers describe their work and what does it tell us about how they interpret school science and SSI specifically?  55 teachers answered a questionnaire after the work and seven were also interviewed. The teachers found the SSI to be current topics with interesting content and relevant tasks. They felt confident about the work and group work was common. Problems were that the students did not easily formulate questions, critically examine arguments or use media for more information.  The result was verified in the interviews. The interviewed teachers did not find this work new, but still they organized it as “a special event”.  They had different ideas about learning, but, they all talked about knowledge as a set of facts to be taken in. Further they understood SSI work as “free” work and group work was frequent, but only a few of the teachers expressed explicit strategies relating to these. It can be questioned if the teachers actually worked with SSI.

  • 20.
    Ekborg, Margareta
    et al.
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Simon, Shirley
    Univ London, Inst Educ, London WC1N 1AZ, England.
    Teachers’ experience of working with socio-scientific issues: a large scale and in depth study2013Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, nr 2, s. 599-617Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The research is an investigation of teachers’ experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students’ interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students’ learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as ‘a special event’. They understood SSI work as ‘free’ work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.

  • 21.
    Gonsalves, Allison J.
    et al.
    Faculty of Education, McGill University, Canada.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Uppsala University, Uppsala, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "It’s not my dream, actually": students' identity work across figured worlds of construction engineering in Sweden2019Inngår i: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, nr 13, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 22.
    Gonsalves, Allison
    et al.
    McGill University.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Danielsson, Anna
    Uppsala University.
    Ottemo, Andreas
    Göteborgs universitet.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    "Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering2019Konferansepaper (Fagfellevurdert)
    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. 

  • 23.
    Ineland, Jens
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Bedömning och betygssättning av elever med utvecklingsstörning: attityder och erfarenheter från pedagogers perspektivs2018Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, nr 1-2, s. 107-126Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 24.
    Junkala, Hannele
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Umeå centrum för genusstudier (UCGS).
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Diversity in sex and relationship education – limitations and possibilities in Swedish biology textbooks2022Inngår i: Sex Education: Sexuality, Society and Learning, ISSN 1468-1811, E-ISSN 1472-0825, Vol. 22, nr 5, s. 521-537Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Shortcomings in sex and relationship education (SRE) related to norms and lesbian, gay, bisexual, transgender, queer, intersex, asexuality (LGBTQIA) perspectives have been reported internationally and in Sweden. This paper reports on findings from a critical study of SRE content in Swedish biology textbooks for 13- to 16-year-old pupils, with the aim of revealing which sexual orientations and bodies are made visible or invisible in the texts. About 200 quotations were selected and analysed, quantitatively and qualitatively, with a focus on limitations and possibilities. The results show that LGBT content is visible in all SRE chapters. However, sexual orientation is often constructed as fixed. Furthermore, stereotypical gender binaries are reinforced via heteronormative assumptions regarding hormones, genitals and reproduction, focusing on differences instead of similarities, and thus limiting the‌ potential to widen non-binary perceptions of bodies and sexualities. Our quantitative analyses reveal that there are few, if any, queer, intersex, asexual or crip/disability representations. If gaps in young people’s knowledge regarding norms, intersex, asexuality, queer and crip sexualities are to be filled in order to promote equality and diversity, it is important to rethink the SRE content of Swedish biology textbooks.

    Fulltekst (pdf)
    fulltext
  • 25.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Ekborg, Margareta
    Ideland, Malin
    Malmö högskola, Lärarutbildningen.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen.
    Rosberg, Maria
    Högskolan Kristianstad.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Att utgå från samhällsfrågor i grundskolans naturorienterade undervisning: ett sätt att öka elevers intresse och kunnande?2011Inngår i: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, s. 93-98Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 26.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Rosberg, Maria
    Högskolan Kristianstad.
    Ekborg, Margareta
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ideland, Malin
    Malmö högskola, Lärarutbildningen.
    Malmberg, Claes
    Malmö högskola, Lärarutbildningen.
    Rehn, Agneta
    Malmö högskola, Lärarutbildningen.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Socio-scientific issues – a way to improve students’ interest and learning?: Paper presented at 2010 NARST Annual International Conference in Philadelphia2010Konferansepaper (Fagfellevurdert)
  • 27.
    Lindahl, Britt
    et al.
    Högskolan Kristianstad.
    Rosberg, Maria
    Högskolan Kristianstad.
    Ekborg, Margareta
    Ideland, Malin
    Malmö högskola.
    Malmberg, Claes
    Malmö högskola.
    Rehn, Agneta
    Malmö högskola.
    Ottander, Christina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Umeå School of Education (USE). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Socio-scientific Issues: A Way to Improve Students’ Interest and Learning?2011Inngår i: US-China Education Review B, ISSN 2161-6248, Vol. 1, nr 3, s. 342-347Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se). 

  • 28.
    Mendick, Heather
    et al.
    Independent.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ottemo, Andreas
    Göteborgs universitet.
    Popular culture geeks, suffering, revenge and mathematics2020Konferansepaper (Fagfellevurdert)
    Abstract [en]

    From The Big Bang Theory to Stranger Things, geek characters areincreasingly central to contemporary popular culture. They may beprimarily into technology or science but this is always grounded inextraordinary mathematical skills. As Tony Stark says in Iron Man “If mymath is right, and it always is...”. In this article, we map one aspect of howthe pop culture geek is represented: suffering-revenge narratives. We usethe Mark Zuckerberg biopic The Social Network as an archetypal exampleand argue that while suffering and revenge have always been part of geekrepresentations, they are increasingly taking on misogynistic forms. Thesenarratives legitimate the gendered policing of online geek spaces andwider sexism. As a contrast, we look at working-class Latina female geekBetty Aurora Rincón in the television series Betty en NY showing how sheresponds to suffering with forgiveness and empathy rather than revenge.

    Fulltekst (pdf)
    fulltext
  • 29.
    Mendick, Heather
    et al.
    Independent Academic, London, UK.
    Ottemo, Andreas
    Department of Education and Special Education, University of Gothenburg, Göteborg, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Geek entrepreneurs: the social network, Iron Man and the reconfiguration of hegemonic masculinity2023Inngår i: Journal of Gender Studies, ISSN 0958-9236, E-ISSN 1465-3869, Vol. 32, nr 3, s. 283-295Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper, we argue that the geek entrepreneur is a new hegemonic masculine formation superseding the macho formation exemplified by John Wayne and the global business masculinity proposed as hegemonic by Connell and Messerschmidt more recently. This formation fuses the technological genius and suffering of geekiness with the disruption and innovation of entrepreneurialism. It is the masculinity of the geek entrepreneur that today legitimates both male domination and capitalism. We construct this argument through looking in detail at two cinematic representations of the geek entrepreneur: Mark Zuckerberg in The Social Network and Tony Stark in Iron Man. We hope to open up a debate about how gendered discursive formations have changed since the 1980s, what masculinity is now hegemonic, and how this can illuminate gender and other power relations.

  • 30.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Umeå School of Education (USE). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bagger, Anette
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Sjöberg, Gunnar
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Exploring the presence of test anxiety and its relation to mathematical achievement in a sample of grade 32012Inngår i: Skrifter från Svensk matematikdidaktisk forskning, MADIF, ISSN 1651-3274, s. 151-160Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study aims at exploring if a sample of Swedish grade 3 pupils reported any test anxiety and whether there were any relations to performance in different mathematical areas. Overall, test anxiety explained 20% of the variance for the total mathematical score, with the subscale “thoughts” as the significant predictor. The model of test anxiety also explained Number understanding, Mass and Time, Patterns, and Mathematical problems; however Mental arithmetic and Written arithmetic algorithms were not significantly explained by the model. Test anxiety seems not to be a major problem in this sample; still, significant negative correlations were found, which likely might influence the pupils in some aspects.

  • 31.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Exclusion in an inclusive action research project: Drawing on student perspectives of school science to identify discourses of exclusion2007Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 15, nr 3, s. 417-440Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on the outcomes of an action research project on gender and science education carried out in two upper secondary schools in Sweden. The article focuses on how student voices draw on wider societal discourses when they talk about what it means to be natural science students at the beginning of the twenty-first century. The article is divided into four sections. The first briefly describes the Swedish secondary school system, and identifies discourses of schooling and natural science in Swedish society. The second section contextualises the schools where the action research took place, concentrating in particular on the student focus groups. It further describes the methods used, the identification of themes from the students' discussion, and the analysis of student voices in the light of societal discourses. The third section explores and analyses the issues raised in the focus groups, and these are further discussed in the final section where new insights are provided, at an individual as well as a more general level. Overall, the article draws attention to the importance of student 'voices' and of the student perspective in discourses of science, gender and education.

  • 32.
    Nyström, Eva
    Umeå universitet, Umeå School of Education (USE).
    Gaining race loosing gender2006Konferansepaper (Fagfellevurdert)
  • 33.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Gender and Equity in Science Education: a survey of selected journals (2000-5)Manuskript (preprint) (Annet vitenskapelig)
  • 34.
    Nyström, Eva
    Umeå universitet, Umeå School of Education (USE).
    Gendered and racialised discourses of school science2009Konferansepaper (Fagfellevurdert)
  • 35.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Nordisk forskning om genus och jämtälldhet i skola och utbildning 2005 - 20092009Rapport (Annet vitenskapelig)
    Abstract [sv]

    Forskningsöversikten behandlar nordisk forskning om genus och jämställdhet i skola och lärarutbildning mellan åren 2005 och 2009 samt redovisar de nordiska ländernas politik då det gäller jämställdhet och skola. Olika teman identiferas bland genomgången forskning och en jämförelse mellan de nordiska ländernas forskning görs. Rapporten avslutas med en sammanfattande analys.

    Fulltekst (pdf)
    FULLTEXT01
  • 36.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Recension av: Tallberg-Broman, Ingegerd (2002). ”Pedagogiskt arbete och kön: Med historiska och nutida exempel”. Lund: Studentlitteratur2001Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 6, nr 4, s. 293-295Artikkel, omtale (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 37.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Reconceptualising gender and science education: from biology and difference to language and fluidity2007Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1 404-7659, Vol. 14, nr 3, s. 23-39-Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores the intersections of science, science education, gender- and feminist research in an attempt to provide an insight in how these areas are linked. The aim is to contribute to the discussion of equality in society and, specifically, how it relates to teacher and science education. The article takes a genealogical perspective (Foucault, 1984) by exploring taken-for-granted 'truths' and 'objects' in science education research and tracing modern classroom practices back to older scientific practices. The analysis shows that gendered patterns and practices continue to reproduce, but also that notions of science, and gender, and 'race', sexuality etc. are reproduced in practices in different ways, are fluid and unstable, and therefore are challengeable. The study concludes that despite recent research which goes further than the conventional 'counting heads' or 'measuring sex differences', more studies of gender in science education are needed, which place a greater emphasis on critical analysis.

  • 38.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Reflexive Writing and the Question of ‘Race’: An intellectual journey for a Swedish researcher2007Inngår i: Present Challenges in Gender Research, Umeå: National School of Gender Research , 2007, s. 29-42Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This article discusses personal reflection and reflexive writing as tools to unpack and further develop an understanding of the notion of ‘race’ and its impact on an ongoing research project in science education.

    My doctoral work concerns action research in secondary education, and it explores gender issues in the science classroom. In the project seven science and mathematics teachers were involved and it aimed at challenging unequal teaching and learning practices. Over a period of one year, we met every month for group discussions concerning ‘critical incidents’ realting to gender in the classroom. Parallel to readings and discussions, minor practical projects were initiated in the teachers' classrooms, aiming at making the teaching more inclusive.

    This specific text, however, demonstrates how my understanding of the research project, which was based on my Swedish gender perspective, was challenged by experiences gained during a visit to South Africa. Reflexivity enabled an ‘intellectual journey’, which forced new issues into the research project. Drawing on Finlay (2002) and other feminist researchers, reflexivity is discussed as a tool in qualitative research. The article problematizes the notion of gender, discusses the notion of intersectionality, and takes personal writing as a starting point for problematizing the notion of ‘race’ in Sweden, as compared to South Africa. It then discusses, through personal narrative, the importance of reflexivity in seeking to understand experience. The final part of the text examines the consequences of having a ‘race’ perspective for the analysis of Swedish research. Theoretical frameworks include critical multiculturalism (May, 1999), and feminist poststructuralism, all of which show how gender, social class and ‘race’ can be made visible as well as the fluidity of these concepts in different contexts (Mulinari, 2004).

  • 39.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Review: Day, Christopher; Elliot, John; Somekh, Bridget & Winter, Richard (Eds.) (2002). “Theory and Practice in Action Research”. Oxford: Symposium Books.2004Inngår i: Journal of In-Service Education, ISSN 1367-4587, Vol. 30, nr 1, s. 174-177Artikkel, omtale (Annet vitenskapelig)
  • 40.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Review: Schweisfurth, Michele (2002). “Teachers, Democratisation and Educational Reform in Russia and South Africa”. Monographs in International Education. Series Editors: Colin Brock & Rosarii Griffin. Oxford: Symposium Books.2003Inngår i: Journal of In-Service Education, ISSN 1367-4587, Vol. 29, nr 2, s. 331-334Artikkel, omtale (Annet vitenskapelig)
  • 41.
    Nyström, Eva
    Umeå universitet, Teknisk-naturvetenskaplig fakultet, Matematik, teknik och naturvetenskap.
    Talking and taking positions: An encounter between action rsearch and the gendered and racialised discourses of school science2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis concerns processes of power relations in and about the science classroom. It draws on action research involving science and mathematics teachers in the Swedish upper secondary school (for students between 16 and 19 years). For the analysis, feminist post-structuralism, gender, and discourse theories (e.g. Butler and Foucault) are combined with critical action research methodology (e.g. Carr and Kemmis) and discourse analysis (e.g. Wetherell and Hall). The aim of the study is to make visible processes of inequality and to investigate how these are constructed in ‘talk’ or discourse about teaching and learning. The study grew out of teachers’ actions/small-scale projects in their own classrooms and so the study also investigates if and how action research can contribute to making visible, challenging and changing unequal practices and discourses of dominance. The first part of the thesis deals with this process and the analysis suggests that post-structural critiques of language and discourse are helpful in enabling actions to challenge inequities in the science classroom that currently exist. Five different articles constitute the second part of the thesis, two of which explore and survey research literature and argue for a need for more studies which investigate critically how science is shaped by specific social, cultural and historical contexts. Additionally, it is argued that it is important to focus not only on measuring differences among students but also on investigating how difference is constructed and how inequities can be challenged. The experiences and bodily feelings of what ‘race’ can do to gender (and vice versa) in a specific situation are recounted and examined in the third article which also invites different positions and complexity into the research field. The next two articles investigate how power and knowledge are produced, resisted and challenged in teacher and student talk within the action research project. The analysis draws on different discourses in contemporary Swedish society; for example a science discourse which produces school science (and its teachers and students) as high status, a gender equality discourse, a gender difference discourse, and an immigrant discourse which produces ‘immigrant students’ as problematic. Analysis of teacher talk reveals, for example, that long-established hierarchies and taken-for-granted values of school subjects in relation to gender reproduce advantage for some teachers but not for others, that teachers participate in the gendering of science subjects, and that changes in the teaching of science are resisted. Also students are located inside and outside the discourses they draw on, which qualifies or disqualifies them as ‘proper’ science students. Different borders are highlighted to show how students attach meaning to gender, social class, and ethnicity in different situations. Sometimes borders are produced inside bodies (the notion of the gendered brain, for example) and sometimes between cultures or according to family background. Resistance to dominant discourses is also visible in students’ talk and the ways in which teachers and students reproduce borders and exclusion in the science classroom through their practices. The analysis points out the need to initiate new research which can deconstruct among others, discourses of femininity and masculinity, the ‘immigrant student’ and school science.

    Fulltekst (pdf)
    FULLTEXT01
  • 42.
    Nyström, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Teacher talk: producing, resisting and challenging discourses about the science classroom2009Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, nr 6, s. 735-751Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice.

     

     

    The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice.

  • 43.
    Nyström Silfver, Eva
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Ett två ett två2009Inngår i: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, nr 1, s. 36-40Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Spelar kön någon roll när man arbetar som lärare i naturvetenskap eller disciplineras kvinnliga och manliga naturvetenskapslärare in i ett visst sätt att tänka? Under en stavgångstur funderar Eva Nyström på om kön har betydelse när man undervisar och på utbildning som inträdesbiljett till svensk identitet.

  • 44.
    Ottemo, Andreas
    et al.
    University of Gothenburg, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mendick, Heather
    Independent Academic, UK.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Geek nostalgia: the reflective and restorative defence of white male geek culture2024Inngår i: New Media and Society, ISSN 1461-4448, E-ISSN 1461-7315Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    During recent decades, geek culture has become increasingly visible, and the geek has left the cultural margins, becoming more popular than ever. At the same time, nostalgia has emerged as a central component of geek culture. Framed by a post-structural understanding of gender and race and drawing on cultural theorist Svetlana Boym’s distinction between reflective and restorative nostalgia, this article explores how and why geeks nostalgically long for a time when they were largely marginalized. We combine readings of Swedish online geek podcasts and YouTube channels with ethnographic visits to geek conferences and pop-cultural “geek fairs,” such as Comic Con and SciFiWorld. We argue that geek nostalgia represents a clinging on to a “constitutive wound,” allowing the geek figure to mobilize masculine victimhood in ways that simultaneously underpin geek privilege and allow the geek to continue operating as a white male gatekeeper of geek culture.

    Fulltekst (pdf)
    fulltext
  • 45.
    Ottemo, Andreas
    et al.
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mendick, Heather
    Independent Academic, London, UK.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Gender, passion, and 'sticky' technology in a voluntaristically-organized technology makerspace2023Inngår i: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 15, nr 2, s. 101-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As 'open' and supposedly inclusive informal learning settings that participants visit out of interest and passion, there has been hope that makerspaces will democratize technology and challenge traditional gender patterns in engineering education. Passion for technology has, however, also been shown to be deeply intertwined with the masculinization of engineering. This article explores how this tension manifests among engineering students and other makers at an 'open' voluntaristically-organized technology makerspace located at the campus of a Swedish university of technology. It draws on a post-structural understanding of gender and Sara Ahmed’s queer phenomenological conceptualization of emotions as 'orienting devices'. Based on ethnographic fieldwork and interviews with makers, we show how passion for technology is articulated as a particularly absorbing emotion that underpins a playful approach to technology and a framing of makers as single-minded and asocial. We demonstrate how passion for technology thereby becomes a homosocial 'glue' that makes technology 'sticky' for only a select group of techno-passionate men. We conclude that this undermines the potential for 'making' to democratize technology and puts into question the degree to which interest-driven, voluntaristic and 'authentic' settings for engaging with technology can contribute to pluralizing engineering.

    Fulltekst (pdf)
    fulltext
  • 46.
    Ottemo, Andreas
    et al.
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Contextualizing technology: Between gender pluralization and class reproduction2020Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 104, nr 4, s. 693-713Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A diverse body of feminist scholarship has addressed the masculine orientation of Western engineering education for at least four decades. Among critiques specifically targeting curriculum, a recurrent line of argumentation highlights its reductionist framing and narrow focus on mathematics and technology. The argument is that these traits represent a masculine orientation and that women would gain from a curriculum more oriented towards the context and applicability of technical knowledge. Simultaneously, researchers working in a Bernsteinian, social realist, educational tradition have suggested that, from a social‐class perspective, it is important to provide all students with access to theoretical, abstract and context‐independent knowledge. This article explores the resultant, theoretical tension between these two positions. Our empirical starting point is a recently completed ethnographic study of a male‐dominated bachelor's degree engineering program in Sweden. This program's curriculum repeatedly emphasizes the value of experiential and contextually rooted knowledge over contextless and mathematically modeled knowledge. Borrowing Bernstein's terminology, we argue that such emphasis represents a privileging of horizontal discourse over vertical and that, as such, said curriculum potentially deprives the male, working‐class students of access to powerful knowledge. We further highlight how the program represents a poor target for the line of feminist critique identified above, despite being strongly male dominated. We thereby shed light on challenges related to formulating (intersectional) critiques of the engineering curriculum simultaneously attentive to both class and gender. Conclusively, we argue that efforts directed at making the engineering curriculum more inclusive can learn from both feminist and social realist lines of argumentation.

    Fulltekst (pdf)
    fulltext
  • 47.
    Pettersson, Gerd
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Knutsen, OddbjørnNord universitet, Norge.Silfver, EvaUmeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.Ström, KristinaÅbo akademi, Finland.
    Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi2021Collection/Antologi (Fagfellevurdert)
    Abstract [sv]

    I den här boken presenteras olika forsknings- och utvecklingsprojekt om lärande, lärmiljöer, profession och digitalisering inom det utbildningsvetenskapliga fältet. Boken ger en mångfasetterad bild av vad, hur och varför forskning och utvecklingsarbete är essentiellt för att skapa ny kunskap och fördjupad förståelse för hur förskolan, skola och utbildning kan utvecklas, men också hur forskning och beprövad erfarenhet behöver förenas. Vi som varit engagerade i bokens tillkomst kommer från Sverige, Norge eller Finland men gemensamt är arbete inom skola/förskola och utbildning på olika sätt. Flera av kapitlen har ett särskilt fokus på specialpedagogiska frågor vilket är en av de saker som genom åren fört oss samman under konferensen Gemensamma Vägar, vars syfte är att deltagarna skall få tillgång till forskning och pedagogisk kompetens som finns vid de nordligaste universiteten i Sverige, Norge och Finland. Vi hoppas och tror att boken blir värdefull för dig som är lärare, forskare, eller student och som intresserar dig för att bidra till arbetet att utveckla skola och undervisning.  

    Fulltekst (pdf)
    fulltext
  • 48.
    Pettersson, Gerd
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ström, Kristina
    Åbo akademi, Finland.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Knutsen, Oddbjørn
    Nord universitet, Norge.
    Dahlgren, Inger
    Umeå kommun, Sverige.
    Gemensamma Vägar: gränslöst nordiskt "praktiknära" specialpedagogiskt samarbete2021Inngår i: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi / [ed] Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström, Umeå: Pedagogiska institutionen, Umeå universitet , 2021, s. 7-10Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 49.
    Silfver, Eva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Dam och Herr i det könsneutrala rummet2013Inngår i: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, s. 53-71Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50.
    Silfver, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Gender performance in an out-of-school science context2019Inngår i: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 14, nr 1, s. 139-155Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
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