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  • 1.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Becoming man and a woman in secondary school practice2013In: Nordic educational research association, 2013Conference paper (Refereed)
  • 2.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Disembodied education? gy: A study of secondary school biolo2009Conference paper (Refereed)
  • 3.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Med kroppen som insats: Rapport från en undersökning2013In: Biologen, ISSN 0345-1127, no 3Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Mini symposium: Insiders and outsiders in the science classroom. Critical perspectives on pedagogical modells in science education2012Conference paper (Refereed)
  • 5.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    "So, what do men and women want? Is it any different from what animals want?" Sex education in an upper secondary school2016In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 46, no 6, p. 811-829Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to discuss and problematise notions of femininity and masculinity constructed in teaching situations among 16-year-old upper-secondary students studying science. The empirical examples originate from a teaching session with the theme of ‘sex and relationships’. The analysis is focused on metaphors inherent in a lesson that has its origins in the animal world. The findings show that the lesson ‘sex in the animal world’ is full of anthropomorphism, metaphors that humanise animal behaviour. Teachers and students compare the animals’ sexual behaviour with human behaviour, with the result that the animal world can be perceived as representative of natural sexual behaviour. The survey illustrates problems with how the examples are permeated by cultural values in the presentation of the animal world and how these examples form constructions of femininity and masculinity in the classroom.

  • 6.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    What do we want then, men and woman?: Is there any difference from what animals want?2013In: Truths and tales. Gender and cultural studies conference in University of Lapland, Rovaniemi, Finland. 28-30.11 2013, 2013Conference paper (Refereed)
  • 7.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings2019In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 15, no 1, p. 265-285Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to discuss notions of femininity and masculinity in situations of argumentation among Swedish upper-secondary students who are studying Natural Science. The empirical material is drawn from an ethnographic inspired study, where I followed a group of students in all of their science teaching throughout a semester. This study includes three classroom situations where the students are given a task to play roles where they either argue for or against nuclear power and where they are asked to argue for or against genetically engineered organisms. The students also asked to defend the position of one country in negotiations to limit greenhouse gas emissions in an international climate conference. This study will focus on relational situations at the micro level that are related to masculinities and femininities at the macro-level. The results show how the constructions of argumentation in the role playing tasks are based on an economic terminology and rationality, which can be said to represent a masculine approach. In contrast, the discussions that followed the role playing allowed for affective presentations, which are often regarded as feminine. This study discusses how a critical perspective can contribute to the awareness of the logic of these rendered performances.

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  • 8.
    Arvola Orlander, Auli
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Granath, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bergdahl, Lovisa
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "That is a very interesting question":  On answers and answerability in religions education, science studies and swedish.2012Conference paper (Refereed)
  • 9.
    Arvola Orlander, Auli
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Krabbe Sillasen 
, Martin
    Otrel-Cass, Kathrin
    Introduction2018In: Cultural, Social, and Political Perspectives in Science Education: A Nordic View / [ed] Kathrin Otrel-Cass, Martin Krabbe Sillasen, Auli Arvola Orlander, Cham, Swizerland: Springer, 2018, p. 1-4Chapter in book (Other academic)
    Abstract [en]

    Why did we write this book and why should it be of interest to our readers? ‘We’ refers to a community of scholars coming from the Nordic countries, including Denmark, Sweden and Norway. Our readers, those who we anticipate, are scholars like us with their work relating to science education but also those in teacher education and of course anyone who feels attracted and hopefully inspired by our vexations. The community of writers who contributed to this work are diverse, intersecting and questioning science education teaching, learning and teacher professional development from different angles and with different agendas. Amongst our community were a number of problematic issues regarding scientific inquiry, socio-materialism, the science lab, private enterprises in schools, outcome of teacher professional development, citizenship, norms and values that we agreed on, and that became the driving force for writing this book.

  • 10.
    Arvola Orlander, Auli
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Planting-Bergloo, Sara
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Sex och samlevnad - intressant och utmanande undervisning2019In: Bi-lagan: inspiration och information för lärare i skolan, ISSN 2000-8139, no 1, p. 11-14Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sex och samlevnad är ett undervisningsområde som kan väcka utmanande frågor. Frågor som kommer nära det privata och lärarens uppgift blir att ömsom sätta gränser och ömsom utmana. Området engagerar många elever medan andra förblir ointresserade. Ja, finns det ett roligare, mer intressant och utmanande ämnesområde att undervisa i än sex och samlevnad?

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  • 11.
    Arvola Orlander, Auli
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Ståhl, Marie
    Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education2018In: Cultural, Social, and Political Perspectives in Science Education : A Nordic View / [ed] Kathrin Otrel-Cass, Martin Krabbe Sillasen,Auli Arvola Orlander, Cham Switzerland: Springer, 2018, p. 139-152Chapter in book (Refereed)
    Abstract [en]

    In this chapter we seek to challenge positivist and traditional ways of conducting research in the field of science education by turning to posthuman approaches in order to analyse the data. Feeling trapped when completing research where objects are regarded as having inherent boundaries and fixed properties, we have read data with and through a feminist materialist lens. We are curious to understand how posthuman approaches can be mobilised using Karen Barad’s and Donna Haraway’s theories of diffractive reading. Our aim has been to open up the data to diffract for new images and thereby to trouble the human centred and objective perspectives of carrying out research. Instead of taking a distance from our objects of research, this diffractive reading approach has meant that we have infiltrated the data, a student text and an excerpt from a classroom observation. We have allowed the data to influence us as well as the other way around and thus regarded the research objects as equivalent to ourselves in terms of agency. What resulted from this way of working with the research material is partly a different view of ourselves as scientists and the realisation that research objects can have agency, as well as a more intrinsic, emotionally influenced, ethical and embodied view. The research process in this chapter troubles the human centred perspective, as well as the view of research process as something objective, logical and rational. A perspective that is based on binary thinking and a dichotomous framework.

  • 12.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Jedemark, Marie
    Att arbeta för godkänt. Timplanens roll i ett förändrat uppdrag: delrapport 1 inom projektet timplanelösa skolors miljöer för lärande2004Book (Other academic)
    Abstract [sv]

    Vad händer med skolans verksamhet när en styrningsform som den nationella timplanen tas bort? Vilken skolverksamhet skapas i en mål- och resultatstyrd skola?

    Under fem år har ca 900 grundskolor haft möjlighet att, inom ramen för försöksverksamheten Utan timplan – oförändrat uppdrag, arbeta utan den nationella timplanen. Konsekvenserna av detta studeras inom projektet Timplanelösa skolors miljöer för lärande. I den här delrapporten fokuseras skolarbetets organisering och innehåll i relation till skolornas traditioner men också till trender i samhället. Genom att analysera hur lärarna i fem arbetslag organiserar och talar om sin timplanelösa verksamhet urskiljer författarna vad lärarna ser som sin främsta uppgift – att alla elever når målen. Uppnåendemål och betygskriterier får en central betydelse för lärarnas arbete. Kravet på att alla elever ska nå målen uppkom med införandet av nuvarande betygssystem. Timplanelöshetens möjligheter används av lärarna för att öka individualiserande och ämnesövergripande arbetssätt. De förändringar som ägt rum i skolan tycks ge begreppet likvärdig utbildning en delvis ny innebörd.

    Rapporten vänder sig till alla som är intresserade av trender i dagens skola och av frågor om vad som styr lärares arbete. Den kan användas i lokalt utvecklingsarbete och inom lärarutbildningen.

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  • 13.
    Eriksson, Inger
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Arvola Orlander, Auli
    Stockholm University, The Stockholm Institute of Education.
    Jedemark, Marie
    Varierande undervisningspraktiker i timplanelösa skolor – likvärdiga förutsättningar för elevers lärande?: slutrapport inom projektet Timplanelösa skolors miljöer för lärande2005Book (Other academic)
    Abstract [sv]

    Vad kännetecknar olika klassrumspraktiker i en timplanelös verksamhet? Hur är undervisningen organiserad och hur genomförs den? Vilket erfarande erbjuds eleverna och vilka förmågor kan de utveckla? Vilka blir konsekvenserna för frågor om likvärdighet om någon av undervisningspraktikerna dominerar?

    Konsekvenserna av försöket med slopad timplan studerades inom projektet Timplanelösa skolors miljöer för lärande. I denna slutrapport fokuseras konsekvenserna för elevernas lärande. Genom att analysera datamaterialet, omfattande drygt 70 dagars klassrumsobservationer i fyra skolor, har sex olika undervisningspraktiker urskiljts. Tre av de kategoriserade undervisningspraktikerna – självregleringen, redovisningen, sammanhanget – är utformade som alternativ till den läroboksstyrda undervisningspraktiken. Den baskunskapstränande undervisningspraktiken berör ett fåtal elever i varje klass/årskurs även om den i någon form förekommer inom alla arbetslag. Demokratifostrande praktiker iscensätts skilt från arbetet med att få eleverna godkända. Elevers eget ansvar för sina studier framträder som en tydlig tendens och elever som inte klarar av vanlig undervisning erbjuds enklare innehåll. Studien visar att olika elever erbjuds deltagande i skilda undervisningspraktiker, vilket medför olika förutsättningar för och möjligheter till lärande.

    Rapporten vänder sig till alla som är intresserade av tendenser i dagens skola. Den kan användas i lokalt utvecklingsarbete och inom lärarutbildningen.

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  • 14. Guttorm, Hanna
    et al.
    Arvola-Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Niemi, Anna-Maija
    Vaahtera, Elina
    Mertanen, Katariina
    Tammi, Tuure
    Mononen-Batista Costa, Sari
    Brunila, Kristiina
    Kouhia, Anna
    Paakkari, Antti
    Kainulainen, Ville
    Ikävalko, Elina
    Akateeminen kapitalismi ja kollektiivisuuksien paradoksaalisuudet tohtorikoulutuksessa2014In: Aikuiskasvatus, ISSN 0358-6197, Vol. 34, no 2, p. 121-128Article in journal (Refereed)
  • 15.
    Orlander Arvola, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Elevers lärande om genus i mötet med "basfakta"2014In: Lärande i handling.: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Stockholm: Studentlitteratur , 2014, 1, p. 249-259Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Orlander Arvola, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Naturkunskap är mer än basfakta.2011In: Origo, no 1Article in journal (Other (popular science, discussion, etc.))
  • 17.
    Orlander Arvola, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    "Tänk om vi låg i ett provrör". Elevers möten med "basfakta" i biologiundervisningen.2013In: Den onaturliga naturen: Ett kunskapsmaterial om sexualitet och kön för gymnasielärare i naturkunskap och biologi / [ed] Hans Olsson, Tommy Eriksson, Stockholm: RFSU , 2013Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Orlander Arvola, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    "What if we were in a test tube"2012Conference paper (Refereed)
  • 19.
    Orlander, Auli Arvola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Med kroppen som insats: Diskursiva spänningsfält i biologiundervisningen på högstadiet2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis takes its departure in 15-year-old students’ learning about the human body. During a semester I followed most of the sciences taught in one class of grade 9 students. I have chosen to illustrate lessons and analyse using the influence of feminists perspectives different situated actions in this science classroom practice, thereby raising a number of didactic questions focusing on the limits and possibilities of school science teaching. With the help of different analytic tools I have made close readings of transcribed situations presented in four studies.

    The results show ways in which science content becomes relevant to students’ experiences, but also how students’ unique voices may shift focus from the expected science content. Overall, the results show how some discursive performances that are often taken for granted in science education are filled with explicit and implicit norms about how things should be for example in relation to femininity and masculinity. These performances may affect how students come to regard themselves and the world around them. However, the results also point out opportunities for changing these discursive performances. One way of doing this, which emerges from my results, is to create possibilities for acts in situations of equal subject positions, where different kinds of positions are welcomed. This is an approach where the content of science education involves and transforms the experiences of students’ social lives, where students’ actions in encounters with the differences are regarded as an important part of meaning making. Therefore, I suggest that ongoing negotiations in teaching should be taken into account, be regarded as a significant part of the learning processes and, through this, open up new possibilities of widening what kind of meaning making becomes available for the students. This, in turn, may create a space with unimagined ethical opportunities by paying attention to disparities, i.e. to others who may act from a different logic than we are used to, in other words: welcoming and involving differences.

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  • 20.
    Orlander, Auli Arvola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    “What if we were in a test tube”: Students' gendered meaning making during a biology lesson about the basic facts of the human genitals.2012In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Other academic)
    Abstract [en]

    This paper explores what happens in the encounters between presentations of ‘‘basic facts’’ about the human genitals and 15-year-old students during a biology lesson ina Swedish secondary school. In this paper, meaning making was approached as relational,context-dependent and continually transacted. For this reason the analysis was conductedthrough a series of close readings of situations where students interacted with each otherand the teacher in opening up gaps about alternative ways of discussing gender. Drawing on Foucault’s theories about the inclusion and exclusion of knowledge and the subsequent work of Butler and other feminist researchers, the paper illuminates what gendered relationsremain tacit in the conversation. It then illustrates possible ways in which these tacit gendered meanings could be made overt and discussed with the students when making meaning about the human genitals. The paper also shows how the ways in which human genitals are transacted in the science classroom have importance for what kind of learning is made available to the students.

  • 21.
    Orlander, Auli Arvola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    It’s her body: When students’ argumentation shows displacement of content in science classroom2012In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 42, no 6, p. 1121-1145Article in journal (Refereed)
    Abstract [en]

    This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students’ experiences, but also how the students’ unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students’ experiences in the classroom. The results indicate, however, that students’ spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

    This article approaches learning as a response to something. It illustrates what happens when the voices of the rational discourse of science education meet the voices of the unexpected. More specifically, it describes a process of argumentation on socio-scientific issues in a classroom situation in school science among 15-year-old students in Sweden. The analysis of an argumentation on abortion in the science classroom highlights the deliberative educational questions present, and identifies occasions where students’ unique voices and displacement of content are welcomed. The analysis also demonstrates tensions and possible collisions that may lead to the exclusion of different voices. This paper argues that focusing on the deliberative educational questions in research and education on argumentation creates interesting educational opportunities to meet the unexpected. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

  • 22.
    Orlander, Auli Arvola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Todd, Sharon
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Becoming a man and a woman in secondary school practice2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3, p. 233-250Article in journal (Refereed)
    Abstract [en]

    This article illuminates the significance of images of femininity and masculinity in everyday school practice. Specifically, we examine role-plays concerning inter-relational dilemmas performed by 15-year-old students as a part of their work regarding the human body in science education. The results showed that the portrayal of girls, homosexuals and others who do not fit the masculine norm were presented as fragmentary in comparison with the characterisations of heterosexual boys. The images were reflections of boys’ actions and feelings. Our purpose is to discuss the possibilities that exist in order to re-symbolise and re-imagine femininity and masculinity. 

  • 23.
    Orlander, Auli Arvola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bodily experiences in secondary school biology2011In: Cultural Studies of Science Education, ISSN 1871-1510, Vol. 6, no 3, p. 569-594Article in journal (Refereed)
    Abstract [en]

    This is a study of teaching about the human body. It is based on transcribed material from interviews with 15-year old students and teachers about their experiences of sex education and from recordings of classroom interactions during a dissection. The analysis is focused on the relationship between what students are supposed to learn about the biological body and their expressed experiences and meaning making of bodies in the schoolwork. The results indicate that the negotiations associated with the encounters between the bodies of the classroom (student, teacher, and animal bodies) are important for what directions meaning making takes and what students are afforded to learn about bodies, biologically as well as in terms of values. We suggest that these negotiations should be taken into account at schools, be regarded as an important part of the learning processes in science education and in that way open up for new possibilities for students’ meaning making.

  • 24. Otrel-Cass, Kathrin
    et al.
    Sillasen, Martin K.Arvola Orlander, AuliStockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Cultural, social and political perspectives in Science education: A Nordic view2018Collection (editor) (Refereed)
    Abstract [en]

    This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values.  Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.

  • 25.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Democracy and Justice in Mathematics and Science Curriculum2018In: Oxford Research Encyclopedia of Education, Oxford University Press, 2018, p. 1-29Chapter in book (Refereed)
    Abstract [en]

    How mathematics and science curricula connect to democracy and justice is understood through the examination of different perspectives of mathematics and science education as political. Although frequently conceived of as neutral, these school subjects have been central in recent modern education for governing the making of rational, science-minded citizens who are necessary for social, political, and economic progress. Three main perspectives are identified in the existing research literature. A perspective of empowerment highlights the power that people can acquire by learning and using mathematics and science. A perspective of disadvantage focuses on how the pedagogies of mathematics and science intersect with categories such as ability, gender, class, ethnicity, and race to generate and reproduce marginalization. A perspective of subjectivation examines the effects of mathematics and science curricula within the context of historical and cultural processes for the making of desired modern, rational, and techno-scientific types of citizens, thus creating categories of inclusion and exclusion. All together, these perspectives point to the ways in which mathematics and science, as privileged forms of knowing in contemporary school curricula, simultaneously operate to include or exclude different types of students.

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