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From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool.
Södertörns University.
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0001-9720-0233
KTH Royal Institute of Technology.
2021 (English)In: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 12, no 2Article in journal (Refereed) Published
Abstract [en]

In this paper we re-turn(Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomenain the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are alwayspart of other events,both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emergewith each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be usedtothink-withand approach gendering in preschool.

Place, publisher, year, edition, pages
Oslo University College , 2021. Vol. 12, no 2
Keywords [en]
diffractive methodology, embodiment, gendering, re-turning, accountability, responsibility, preschool science
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-47033DOI: 10.7577/rerm.4678OAI: oai:DiVA.org:mau-47033DiVA, id: diva2:1613984
Available from: 2021-11-24 Created: 2021-11-24 Last updated: 2024-01-11Bibliographically approved

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Jobér, Anna

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  • apa
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