Education and Science Research Group

The Education and Science Research Group (EduS) assembles scholars from the humanities, and natural, social and educational sciences. We work with projects seeking to explore different pedagogical spaces, teacher- and student identities, and learning strategies. The group’s interests are among others how knowledge and identities are formed within various educational institutions and disciplines, how subject cultures, understanding of knowledge, language and pedagogical practices affect teaching- and identity processes, how the power relationships within these processes are challenged, and in what ways they are gendered.

In our work, we primarily draw on qualitative methods such as interviews, discourse analysis, observations and ethnography. We ask: How do subject cultures, understanding of knowledge, language and pedagogical practices affect teaching- and identity processes? How are the power relationships within these processes challenged, and in what ways are they gendered?

Ongoing projects and activities

Ongoing PhD projects:

• Representations, participation and perspectives - where are the Children in preschool pedagogic documentation? (PhD project, Catarina Wahlgren)

Other ongoing projects in the group:

• Anita Hussénius: “Intervention of gender perspectives in Competence Centre Batteries Sweden - BASE”. This competence centre involves partners from UU, KTH, Chalmers, as well as from the industry and is funded by Vinnova.

• Kristina Andersson is responsible for gender and equality issues in AddLife. AddLife is a competence centre financed by Vinnova with the aim to support competence development in additive manufacturing for the life sciences.

• Annica Gullberg, Ingrid Ahnesjö and Katerina Pia Günter are currently developing the course Kön i biologi och genusvetenskap, where we aim at teaching in a transdisciplinary space between biology and gender. 

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​Completed projects:

• Becoming a biologist – students’ identity work in higher biology education (PhD project, Katerina Pia Günter)
   
• Gender issues in Mozambican Higher Education Institutions with focus on Women participation in research and university governance: a case study of the Pedagogical University (PhD project, Juvêncio Manuel Nota)
   
• Trainee physics teachers’ negotiation of professional identities in the intersection between the disciplinary discourses of educational science and physics (PhD project, Johanna Larsson)
   
• In the borderland between academic disciplines and school science - Science faculty as teacher educators (VR, Kristina Andersson, Anita Hussénius, Annica Gullberg, Kate Scantlebury, Maja Elmgren, Per Nordström and Susanne Engström)
   
• Staging the successful student in higher education: A comparative study of men, masculinities, and self-worth-protecting strategies in competitive contexts (VR, Anne-Sofie Nyström, Minna Salminen Karlsson and Carolyn Jackson)
   
• Norms and values in a chemistry discourse: Discursive analyses of the Swedish national test in chemistry and student answers (PhD project, Marie Ståhl)
   
• Who can become a physicist? Discourse, culture and identity in physics education (PhD project, Anders Johansson)
   
• Cultural heritage as a pedagogical tool in higher education at Uppsala University (pedagogical project, Cecilia Rodéhn and Hedvig Mårdh)
   
• Challenging science teacher education – gender awareness in constructing knowledge of science and science teaching (VR, Anita Hussénius, Annica Gullberg, Kristina Andersson, Anna Danielsson, Kate Scantlebury)