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Liberal liability: Understanding Students’ Conceptions of Gender Structures
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.ORCID-id: 0000-0001-7336-8015
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.ORCID-id: 0000-0003-0497-063X
Stockholms universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.ORCID-id: 0000-0003-4825-6390
2014 (Engelska)Ingår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, nr 2, s. 63-73Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Research has shown that teaching gender theories tends to be an educational challenge and elicits student resistance.However, little is known about students’ learning processes in social science. This study aims to explore these learningprocesses by drawing on feminist pedagogy and conceptual change theory. The results show that when students areasked to perform analysis from a structural gender perspective, they recurrently introduce other explanatoryframeworks based on non‐structural understandings. The students’ learning processes involve reformulatingquestions and making interpretations based on liberal understandings of power, freedom of choice and equality. Weargue that this process is due to the hegemonic position of the liberal paradigm as well as to the dominant ideas aboutscience. Clarifying the underlying presumptions of a liberal perspective and a structural perspective may help studentsto recognise applied premises and enable them to distinguish relevant explanations.

Ort, förlag, år, upplaga, sidor
2014. Vol. 13, nr 2, s. 63-73
Nyckelord [en]
gender, higher education, conceptual change, liberalism, political science, feminism
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-102699DOI: 10.4119/UNIBI/jsse-v13-i2-1237OAI: oai:DiVA.org:su-102699DiVA, id: diva2:712664
Forskningsfinansiär
VetenskapsrådetTillgänglig från: 2014-04-16 Skapad: 2014-04-16 Senast uppdaterad: 2020-03-05Bibliografiskt granskad
Ingår i avhandling
1. Lärande, värderingar och statsvetenskap: Studenters tolkningar av genus- och nationsbegreppet
Öppna denna publikation i ny flik eller fönster >>Lärande, värderingar och statsvetenskap: Studenters tolkningar av genus- och nationsbegreppet
2014 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
Learning, values and political science : Students’ interpretations of nation and gender
Abstract [en]

Sociologists and feminist researchers have emphasized the prevalence of taken for granted notions about political concepts. Nation and gender are examples of concepts that are often perceived as non-political and “natural”. Researchers have understood these concepts as related to self-perception, and studies have demonstrated that students tend to perceive gender perspectives as pseudoscientific.

From an educational perspective, this raises questions as to how values are involved in students’ learning processes. Over the last 20 years, an increasing number of researchers have characterized conceptual change as affective in nature. However, few empirical studies have put effort into investigating affective aspects of the conceptual change process. This thesis adds to this research discussion by offering an empirically rooted conceptualisation of the value-oriented dimension of the learning process. The thesis is based on three empirical studies that investigate how students interpret tasks challenging them to adopt a critical and structural perspective of ‘nation’ and ‘gender’. Drawing on qualitative analyses of tape-recorded group discussions and written home exams, the thesis argues that students bring in other ideas than those advocated in the specific teaching settings with regard to three topics. Firstly, students express values relating to power, meaning when and how it is legitimate to speak about power. Secondly, students express values that concern how science should be practised. Thirdly, students express values related to identity that revolve around how “I” relate (or not) to the concepts taught in the particular course setting. These results suggest that students enter the classroom with personal ideas and principles of what is “good” or “right” when practising political science, and that values can be seen as a key aspect in understanding the complexities of students’ learning processes in this particular subject area.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University, 2014. s. 72
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 29
Nyckelord
conceptual change, values, student learning, political science, higher education, nation, gender
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-102703 (URN)978-91-7447-908-9 (ISBN)
Disputation
2014-06-10, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Svenska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet
Anmärkning

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Accepted. Paper 3: Submitted.

Tillgänglig från: 2014-05-19 Skapad: 2014-04-16 Senast uppdaterad: 2014-05-14Bibliografiskt granskad

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Murstedt, LindaJansson, MariaWendt, MariaÅse, Cecilia
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Institutionen för pedagogik och didaktikStatsvetenskapliga institutionen
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Journal of Social Science Education
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