Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0003-3688-4357
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103Article in journal (Refereed) Epub ahead of print
Abstract [en]

Connecting neuroscience and education is a desire in contemporary society, related to the recur- ring calls for education to become more evidence-based. Research in educational neuroscience strives towards such interdisciplinary knowledge production and to an enhanced interaction between neuroscience research and educational practice. However, various problems and difficul- ties in achieving these collaborations are often reported. Discrepancies, hierarchies, misconcep- tions and communication problems can be described as creating a ‘discourse of difficulty’. The aim of this paper is to trace the specific difficulties that have created this discourse, and to problematize these difficulties in ways that enable new conceptions of what might be entailed by interaction and mutual knowledge development between the fields of neuroscience and education, and between academic theory and educational practice. The most significant difficulty is caused by a binary understanding of the concept of difference in relation to understanding the fields. Instead of understanding the fields in opposition to each other, I will suggest an understanding that implies difference emerging in each of the collaborating fields as the self-differing effects of the encounter. In the concluding discussion, I will argue that an understanding of the concept of difference as a process of mutual transformation can be essential for reciprocity and bi-directionality in collabo- rations. Instead of producing contradictions and hierarchies between scientific fields and between theory and practice, such an understanding of difference might facilitate an investigation of the polarizations that always position something as of lesser value, and ultimately, creates the gaps that collaborations want to bridge.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Educational neuroscience, reciprocal collaboration, interdisciplinary research, Deleuze and Guattari, difference, self-differentiation
National Category
Pedagogy
Research subject
Early Childhood Education
Identifiers
URN: urn:nbn:se:su:diva-171251DOI: 10.1177/1478210319850437OAI: oai:DiVA.org:su-171251DiVA, id: diva2:1340269
Available from: 2019-08-03 Created: 2019-08-03 Last updated: 2019-10-30
In thesis
1. När förskolan möter neurovetenskap: Kunskapsteoretiska möten i teori och i praktik
Open this publication in new window or tab >>När förskolan möter neurovetenskap: Kunskapsteoretiska möten i teori och i praktik
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
When preschool meets neuroscience : Epistemological encounters in theory and in practice
Abstract [en]

This doctoral thesis in Early Childhood Education reports on encounters between the theories and practices of Swedish preschool and research-based neuroscience knowledge. Thus, this thesis concerns epistemological encounters and didactic consequences. The scientific problem pertains to the relation between scientifically generated knowledge and educational practices in preschool, with specific attention to the requirement that preschool, as the first level in the Swedish education system, should be based on scientific knowledge and verified experience-based knowledge. The didactic problem emerging from this scientific problem concerns how this might affect the daily practices of responsible preschool teachers and educators at large.

The thesis adopts a relational ontology with a multi-epistemological and methodological approach, based primarily on Stengers’ (e.g., 2018) and Mols’ (e.g., 2002) respective scholarship. The aims of the thesis are to investigate, firstly; what is produced in epistemological encounters within and between the research fields of Early Childhood Education and neuroscience. Secondly; what is produced between these fields and preschool didactic practices. The focus for the latter is on the didactic practices relying on the extended language concept in the Swedish preschool curriculum.

To explore these aims in more detail, a series of so-called cartography mapping exercises have been conducted. On the one hand, in the analyses of the literature aimed at bringing the two fields together. On the other hand, cartography mapping has been conducted with educators in three preschools collaboratively analyzing their literacy practices. The Deleuze-inspired (Deleuze & Guattari, 1987) methodology of cartography mapping aspire to simultaneously critically deconstruct and productively experiment with underlying lines of thinking emerging from scientific or philosophical problems that concern development and learning, and especially language development and skills of literacy during the preschool years (Lenz Taguchi, 2016a, 2016b).

The knowledge that this thesis produces is summarized below. Cartography mapping can be used both as a research method and as a method in pedagogical practice. In addition, cartography mapping can accommodate issues in different epistemologies and in different practices, such as research practice and preschool didactic practice. That is, practices that are related and share an overarching aim, but which are nevertheless not the same. The method reveals the different epistemologies present and how they can operate simultaneously within preschool didactic practice. The results from the thesis support the Swedish preschool curriculum goals which encompasses a dual assignment of learning (group and individual), that require different epistemological and didactic methods to be fulfilled.

A preschool practice based on scientific evidence and verified experience-based knowledge thus requires the use of a wide range of theories and epistemologies to guide preschool staff. Hence, the results of this thesis show not just the presence, but also the possibility of developing a multi-epistemological didactic repertoire in preschool development and learning practices.

Place, publisher, year, edition, pages
Stockholm: Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, 2019. p. 156
Keywords
neuroeducation, educational neuroscience, Swedish preschool, early childhood education, cartographic mapping, neuropedagogik, pedagogisk neurovetenskap, svensk förskola, förskoledidaktik, kartografiskt spårande
National Category
Didactics Pedagogy
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-171252 (URN)978-91-7797-745-2 (ISBN)978-91-7797-746-9 (ISBN)
Public defence
2019-09-20, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Available from: 2019-08-28 Created: 2019-08-04 Last updated: 2019-08-19Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Aronsson, Lena
By organisation
Department of Child and Youth Studies
In the same journal
Policy Futures in Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 85 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf