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  • 1.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz-Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills2019Ingår i: BMC Psychology, E-ISSN 2050-7283, Vol. 7, artikel-id 59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    During the preschool years, children’s development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children’s backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables.

    Method

    The study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables.

    Results

    The result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children’s developmental trajectories and life prospects.

  • 2.
    Frankenberg, Sofia J.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Bodén, Linnea
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context2019Ingår i: Journal of Cognition and Development, ISSN 1524-8372, E-ISSN 1532-7647, Vol. 20, nr 2, s. 182-202Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.

  • 3.
    Palmer, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    En relationell etik i arbetet med digitala verktyg: exempel utifrån två arbetssätt2019Ingår i: Digitalisering i en förskolan på vetenskaplig grund / [ed] Susanne Kjällander, Bim Riddersporre, Stockholm: Natur och kultur, 2019, s. 270-287Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Bodén, Linnea
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Moberg, Emilie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Taylor, Carol A.
    Relational Materialism2019Ingår i: Oxford Research Encyclopedias: Education, Oxford University Press, 2019Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Relational materialism was first articulated and framed within Actor Network Theory. In educational research, the concept has emerged with the growing influence of Agential Realism and New Material Feminism, and in the engagements in the “turn to materiality” and/or “turn to ontology.” A relational materialist approach to educational studies can be narrowed down to three key principles: the principle of general symmetry; the principle of material semiotics; and the principle of method. The enactment of relational materialism depends on how these principles come to work in the engagement with central educational problems, such as subjectivity, performativity and practice. Relational materialism takes the starting-point in the problems and concerns of human and material actors or agents, for whom the research can make a difference. While doing so, it acknowledges the methodological difficulties and possibilities when carefully attending simultaneously to discourse, materialities and their relations. Striving towards a methodological sensibility, the enactment of relational materialism in education research entails the emergence and creation of more and multiple methods to know the multiple realities of education. This also makes it possible for relational materialist research to become productive of new and additional educational realities that can, perhaps, make an affirmative difference to the actors or agents concerned.

  • 5.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Hörberg, Thomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Perception och psykofysik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills2018Ingår i: BMC Psychology, E-ISSN 2050-7283, Vol. 6, artikel-id 29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children.

    Method

    The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3.

    Discussion

    If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.

  • 6.
    Aronsson, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices2018Ingår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 39, nr 2, s. 242-257Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced – or not – as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo–Guattarian-inspired cartography mapping exercises. During regularly scheduled staff ‘reflection meetings’, an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this ‘map’. These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices.

  • 7.
    Eidevald, Christian
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Engdahl, Ingrid
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Omsorgsfull och lekfull utbildning och undervisning i förskolan2018Ingår i: Undervisning i förskolan: en kunskapsöversikt / [ed] Sonja Sheridan, Pia Williams, Stockholm: Skolverket , 2018, s. 81-91Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    The Fabrication of a New Materialisms Researcher Subjectivity2018Ingår i: A Feminist Companion to the Posthumanities / [ed] Cecilia Åsberg, Rosi Braidotti, Springer, 2018, s. 211-221Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to explore how to think about researcher subjectivity in another way informed by the feminist posthumanist philosophies of Rosi Braidotti, Claire Colebrook, Isabelle Stengers and the philosophy of Gilles Deleuze and Felix Guattari. In contrast to subjectivity understood in the feminist poststructural sense as performative and discursively inscribed, researchers doing what presently is understood in terms of New Materialisms research (Åsberg et al. 2011; Dolphijn and van der Tuin 2012) can be seen to fabricate for themselves affectively engaged Bodies without Organs (BwOs) (Deleuze and Guattari 1987). Colebrook writes that the figuration of the BwO is counter-normative in relation to dominating views of subjectivity (2014, 23). It offers a reversal of the taken for granted organicist idea that bodies take on a function to become what they are meant to be in relation to a whole. Instead, a Body without Organs suggests that there can be a body without...

  • 9.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Dokumentation för lärande. SEMLA: Socioemotionellt och materiellt lärande i förskolan2017Ingår i: Förskolan och barns utveckling: grundbok för förskollärare / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Malmö: Gleerups Utbildning AB, 2017, s. 245-261Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    This Is Not a Photograph of a Fetus: A Feminist Reconfiguration of the Concept of Posthumanism as the Ultrasoundfetusimage2017Ingår i: Qualitative Inquiry, ISSN 1077-8004, E-ISSN 1552-7565, Vol. 23, nr 9, s. 699-710Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Inspired by Claire Colebrook and Deleuze and Guattari, I aim to make the concept of posthumanism itself my method. The objective of such an inquiry is a growing self-critique of how posthumanism has, in part, been adopted in educational research. Concept as method puts the concept to play on, in this case, a feminist plane of thinking, to trace-and-map the problems and components from which the concept emerges; that is, it takes on its meanings and practices on this particular plane. Hereby, a reconfigured face of the concept of posthumanism takes the shape of the ultrasoundfetusimage.

  • 11.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ultraljudsfosterbilden: en feministisk omkonfigurering av begreppet posthumanism i pedagogisk forskning2017Ingår i: Posthumanistisk pedagogik: Teori, undervisning och forskningspraktik / [ed] Bosse Bergstedt, Malmö: Gleerups Utbildning AB, 2017, s. 167-189Kapitel i bok, del av antologi (Refereegranskat)
  • 12.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    St Pierre, Elizabeth Adams
    Using Concept as Method in Educational and Social Science Inquiry2017Ingår i: Qualitative Inquiry, ISSN 1077-8004, E-ISSN 1552-7565, Vol. 23, nr 9, s. 643-648Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article introduces this special issue of Qualitative Inquiry focused on using concepts as methods in educational and social science inquiry to account for an ontological arrangement in which humans are not seen as the only beginning of inquiry and in which transcendental and/or radical empiricism is in play. With the articles of this issue, we would like to offer a partly new or reconceptualized way of doing educational inquiry: a way where conceptsacts of thoughtare practices that reorient thinking, undo the theory/practice binary, and open inquiry to new possibilities.

  • 13.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gustafsson, Lovisa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Individuating sparks' and flickers' of a life' in dance practices with preschoolers: the monstrous child' of Colebrook's Queer Vitalism2016Ingår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, nr 5, s. 705-716Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1-2 years with Claire Colebrook's theorizing on the war on norms'. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways.

  • 14.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Betydelsen av materialitet i barns lärande och subjektsskapande: Neomaterialism – en ny transdisciplinär forskningsfåra2015Ingår i: Att bli förskollärare: Mångfacetterad komplexitet / [ed] Ingrid Engdahl, Eva Ärlemalm-Hagsér, Stockholm: Liber, 2015, s. 189-192Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Flickors (o)hälsa i skolans materielltdiskursiva miljöer: en agentisk realistisk analys2015Ingår i: Metodefest og øyeblikksrealisme: Eksperimenterende kvalitative forskningspassasjer / [ed] Ann Merete Otterstad, Anne B. Reinersten, Bergen: Fagbokforlaget, 2015, 1, s. 81-100Kapitel i bok, del av antologi (Refereegranskat)
  • 16.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    New Materialisms and Play2014Ingår i: The Sage Handbook of Play and Learning in Early Childhood / [ed] Elizabeth Brooker, Mindy Blaise, Susan Edwards, Los Angeles: Sage Publications, 2014, s. 79-90Kapitel i bok, del av antologi (Refereegranskat)
  • 17.
    Taguchi, Hillevi Lenz
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Reading a Deleuzio-Guattarian Cartography of Young Girls' School-Related Ill-/Well-Being2014Ingår i: Qualitative Inquiry, ISSN 1077-8004, E-ISSN 1552-7565, Vol. 20, nr 6, s. 764-771Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article puts to work a Deleuzio-Guattarian methodology of cartography using data from a pilot study of young schoolgirls' school-related ill-health and well-being. Doing a cartography means setting up a map of various kinds of data produced by a multiplicity of desiring agents in various power-producing fields such as medicine, psychology, popular science, media, as well as narrative data from young girls and the two researchers themselves. Together, these data make up a wider machinic assemblage of Public Health in Sweden. As researchers, we understand ourselves as co-productive of this machinic assemblage that, in turn, is productive of a multiplicity of different Bodies without Organs (BwOs) that young schoolgirls fabricate for themselves. The analysis will show the specific types of BwOs that are fabricated, how they are fabricated, the modes of desire that come to pass on them, and thus what kinds of subjectivities of schoolgirls might be produced.

  • 18.
    Taguchi, Hillevi Lenz
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A more 'livable' school?: A diffractive analysis of the performative enactments of girls' ill-/well-being with(in) school environments2013Ingår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 25, nr 6, s. 671-687Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School girls in Sweden are reported to develop psychological (ill)health in relation to their school behaviour and over-achievements. The methods offered as prevention and treatments are aimed at the individual girl's self-management of stress, health and psychological state, putting the responsibility on the girls themselves. This feminist agential realist study aims to explore how the material-discursive school environment, that is, the entanglement of architecture, materialities, bodies, discourses and discursive practices - including the discourses on girls' health in research and media texts - are collectively responsible for, co-constitutive of and enacting female students' ill- and well-being. Doing a diffractive analysis, we register how we as researchers are involved and co-productive of this complex apparatus of knowing of school-related ill-/well-being. A diffractive analysis aims to not only analyse how this apparatus is made and what it produces, but also how it can be productive of new possible realities that might produce more livable school environments.

  • 19.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    ‘Becoming molecular girl’: transforming subjectivities in collaborative doctoral research studies as micro-politics in the academy2013Ingår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 26, nr 9, s. 1101-1116Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the context of Swedish reforms of postgraduate and doctoral education in a global knowledge economy, this article aims to theorise on the documented processes of doing collaborative analysis during elective graduate course-work on deconstructive methodologies in the social sciences, with 10 doctoral students over a period of seven months. I re-engage with the documentations of our collaborative processes six years later, to read and analyse them diffractively with Gilles Deleuze and Felix Guattari’s philosophy, and with feminist post-constructivist theories, such as Rosi Braidotti, Claire Colebrook, Elisabeth Grosz and Patti Lather. In the course-work, we actively aimed – by engaging in different collaborative strategies of deconstructive writing and talking, sharing and re-analysing each other’s research data and analyses – to resist “doing philosophy” as an independent, intellectual, disembodied and masculine-coded endeavour. This process made us aware of the tactile embodiment of collaborative deconstructive research strategies, and how they came to transform our subjectivities as researchers. I suggest the “molecular girl” as a metaphor for this transformation as researchers, and claim that the practices we developed constitute a “micro-politics” that contests contemporary transnational trends in knowledge economies, but which might also be understood to work in alignment with such trends.

  • 20.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Images of thinking in feminist materialisms: ontological divergences and the production of researcher subjectivities2013Ingår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 26, nr 6, s. 706-716Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Qualitative feminist studies are much challenged by the contemporary critique of social constructionist postmodernism, as well as the renewed search for the body and materiality. The result is (at least) two diverging research accounts: a renewed feminist materialism, relying on some foundational ontologies and what has been called a new materialist feminist account that constitutes radical ontological rewritings. The aim of this paper is to investigate what kind of researcher subjectivities these different accounts produce for qualitative inquiry. This investigation will be unfolded using an example from a collaborative research process involving 10 PhD students. The example is woven into Deleuze and Guattari’s discussions on the Image of Thought and the three images of thinking outlined in A Thousand Plateaus. The investigation shows that although the aim of our collaborative process was to resist the assumed Cogito/“I” of philosophy and qualitative inquiry, we still got caught up in taken-for-granted images of thinking and doing analysis. A deterritorializing of habits of thinking and practicing in order for new and other researcher subjectivities to emerge required collaborative efforts that put to work a rhizomatic image of thinking and operated from within an ontology of difference.

  • 21.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Varför pedagogisk dokumentation? Verktyg för lärande och förändring i förskolan och skolan2013 (uppl. 2)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Varför pedagogisk dokumentation? Boken är en introduktion till att använda pedagogisk dokumentation som verktyg för lärande och förändring i förskolan och skolan. Det är en omfattande revidering och uppdatering av den första upplagan med en helt ny inledning och ett nyskrivet inledande kapitel. Här sätts arbetsverktyget i sitt samtida sammanhang via en tillbakablick på vad som hänt sedan boken först skrevs. Texterna diskuterar verktyget i första hand ur ett perspektiv där barnsyn, förhållningssätt och syn på kunskap och lärande är huvudfokus. Exemplen kommer i första hand från förskolans sammanhang, där verktyget enligt Skolverket har använts på fler än hälften av alla svenska förskolor. Mycket har hänt med verktyget sedan det introducerades med inspiration från den norditalienska staden Reggio Emilias kommunala förskoleverksamhet. Varför pedagogisk dokumentation? diskuterar de mångfacetterade relationer som finns till verktyget idag. Bokens sista kapitel utgår dock fortfarande från Reggio Emilia exemplen och en fenomenologiskt inspirerad konstruktionism med filosofen Merleau-Ponty som utgångspunkt.

  • 22.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    A diffractive and Deleuzian approach to analysing interview data2012Ingår i: Feminist Theory, ISSN 1464-7001, E-ISSN 1741-2773, Vol. 13, nr 3, s. 265-281Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the possibilities of considering how ‘matter and meaning are mutually constituted’ in the production of knowledge (Barad, 2007: 152) through presenting a diffractive analysis of a piece of interview data with a six-year-old boy in a preschool class. Inspired by Donna Haraway’s (1997) and Karen Barad’s (2007) theorising, I understand diffractive analysis as an embodied engagement with the materiality of research data: a becoming-with the data as researcher. Understanding the body as a space of transit, a series of open-ended systems in interaction with the material-discursive ‘environment’, diffractive analyses constitute transcorporeal engagements with data. Stacy Alaimo’s (2010) theorisation of the transcorporeal is put to work diffractively with Gilles Deleuze and Felix Guattari’s (1987) thinking on the process of becoming minor or minoritarian. This implies a reconceptualisation of the very act of thinking as a transcorporeal process of engagement, going beyond the idea of reflexivity and interpretation as inner mental activities taking place in the mind of the researcher understood as separated from the data. Through my example, I argue that diffractive analysis can make visible new kinds of material-discursive realities that can have transformative and political consequences.

  • 23.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Pedagogisk dokumentation som aktiv agent: introduktion till intra-aktiv pedagogik2012Bok (Övrigt vetenskapligt)
  • 24.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Challenging the Reggio Emilia Approach with Relational Materialist Thinking and an Ethics of Potentialities2011Ingår i: Too Much Too Soon?: Perspectives on Early Learning and the Erosion of Childhood / [ed] Richard House, Stroud: Haworth Press, 2011Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bodén, Linnea
    Linköpings universitet.
    Ohrlander, Kajsa
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    En rosa pedagogik: jämställdhetspedagogiska utmaningar2011Bok (Övrigt vetenskapligt)
  • 26.
    Lenz Taguchi, Hillevi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Eidevald, Christian
    Jönköpings högskola.
    Genuspedagogik och förskolan som jämställdhetspolitisk arena2011Ingår i: En rosa pedagogik: Jämställdhetspedagogiska utmaningar / [ed] Hillevi Lenz Taguchi, Linnea Bodén, Kajsa Ohrlander, stockholm: Liber, 2011, s. 19-31Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Investigating learning, participation and becoming in early childhood practices with a relational materialist approach2011Ingår i: Global Studies of Childhood, ISSN 2043-6106, E-ISSN 2043-6106, Vol. 1, nr 1, s. 36-50Artikel i tidskrift (Refereegranskat)
  • 28.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Jämställdhetspedagogiska trender och en introduktion till en rosa pedagogik2011Ingår i: En rosa pedagogik: Jämställdhetspedagogiska utmaningar / [ed] Hillevi Lenz Taguchi, Linnea Bodén, Kajsa Ohrlander, Stockholm: Liber, 2011, s. 171-191Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 29.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Becoming selves with/in landscapes and across borders2010Ingår i: Subjects in process / [ed] Alicia de Alba & Michael A Peters, Rowman & Littlefield: Paradigm Sense , 2010Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In this paper the authors explore processes of becoming  subjects with/in particular landscapes. They use collective biography as a methodology and ask how everyday thinking about becoming an embodied ‘self’ shifts when that self is imagined with/in landscape. The authors draw on their own stories of childhood in waterscapes, and in the landscapes of home and of play, as these were told and written in a collective biography workshop which included the six authors who are from three parts of the world. By analysing memories collectively, what is usually understood as the impermeable boundary between ‘selves’ and the physical spaces they dwell in is deconstructed. The memories of becoming a subject in the specificity of different landscapes are simultaneously situated as singular events of becoming in place and time, at the same time as they throw light on the process of subjectification, and of becoming selves with/in landscape.

  • 30.
    Hultman, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research2010Ingår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 23, nr 5, s. 525-542Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to challenge the habitual anthropocentric gaze we use when analysing educational data, which takes human beings as the starting-point and centre, and gives humans a self-evident higher position above other matter in reality. By enacting analysis of photographic images from a preschool playground, using a relational materialist methodological approach, we put to work concepts that open up possibilities to understand the child as emergent in a relational field, where nonhuman forces are equally at play in constituting children’s learning and becomings. In the second part of the paper, we discuss how the decentring of the child may also be applied to researchers as producers of knowledge. Such a decentring, where the data itself is considered to have a constitutive force and working upon the researcher as much as the researcher works upon the data, has both methodological and ethical consequences for research.

  • 31.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an intra-active pedagogy2010Bok (Övrigt vetenskapligt)
  • 32.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rethinking pedagogical practices in early childhood education:  a multidimensional approach to learning and inclusion2010Ingår i: Contemporary/New Critical Issues on Early Childhood Education / [ed] Nicola Yelland, New York, New York: Open University Press , 2010, s. 14-32Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 33.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Understanding deconstruction as an “exorbitant method” in early childhood education research2010Ingår i: Reconceptualising Educational Research Methodology, Vol. 1, nr 1, s. 41-52Artikel i tidskrift (Refereegranskat)
    Abstract [en]

     This paper aims to challenge qualitative research from within our own spaces and practices, by putting to work deconstruction as an ‘exorbitant’ and collaborative methodological strategy. During a seven month period, PhD students used their research-data aiming at doing deconstruction as collaborative processes of writing and talking, rather than treating deconstruction as an object of philosophical study or applying theory to practice. The process was constituted by a turning, bending and twisting of your own analysis, questioning it and trying to displace the meanings of it: in order to identify how and why you do the analysis you do, and foremost, what other analysis might be possible. A piece of interview-data featuring a six-year-old boy is used as an example. A strong desire among the participants was to do better justice to our data using this strategy. The (im)possibilities of doing justice in deconstructive analysis are thus discussed.

  • 34.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities.2009Ingår i: Critical Studies in Education, Vol. 50, nr 2, s. 144-158Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies.

  • 35.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    An ‘Ethics of Resistance’ Challenges Taken-for-granted Ideas in Early Childhood Education2008Ingår i: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 47, nr 5, s. 270-282Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present action-research project, three teachers and the researcher engaged in a series of meetings to analyze children's drawings from several different theoretical perspectives, or ‘readings’. Using two interrelated processes, deconstructive talks and an ethic of resistance, the teachers purposefully sought to recognize and challenge the taken-for-granted ideas, biases, hidden agendas, and theoretical discourses that informed their daily teaching practices. Within a feminist post-structural framework, discourse analysis was conducted on transcripts of these meetings. The study illustrates how deconstructive talks and an ethic of resistance enhanced the teachers’ awareness of multiple theoretical perspectives, as well as their understanding of how their own assumptions and values can impact children's learning. Ultimately, the teachers realized that their biases resulted in inequities, including gendered inequities, in their evaluations of the children's work. This realization, then, led to a re-conceptualization of pedagogical decision-making as a fundamentally ethical matter, closely related to egalitarianism as a central feature in the Nordic concept of the good childhood.

  • 36.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education2007Ingår i: Educational Philosophy and Theory, , , ,, Vol. 39, nr 3, s. 275-290Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood practices in and around Stockholm, built on deconstructive, co-construtive, and reconstructive principles, inspired by poststructurali and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as preschool teachers, use what I have concpetualized as deconstructive talks, as a possibility of making visible the dominant discoursess of childhood, identity, learning, paly, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructied. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thining and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflective mode for teachers, teacher-students and teacher educators.

  • 37.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education2007Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 39, nr 3, s. 275-290Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) 1 and in a couple of programs within the new Swedish Teacher Education (since 2001). 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co-constructive, and re-constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre-school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructed. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators.

  • 38.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för individ, omvärld och lärande (IOL).
    Emancipation och motstånd: dokumentation och kooperativa läroprocesser i förskolan2000Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Observation and documentation has been used in Sweden during all of the past century, with many different purposes. The dominant purpose has been to determine the child’s development in relation to paediatrics and different theories of developmental and psychodynamic psychology. In the genealogical readings made in this study, these practices are understood as disciplinary and normalising practices. In a feminist reading of the same practices, they are understood as important tools in the constructions of a public sphere of professionalization for women. In this construction, essentialist notions of femininity and motherhood have been made to coincide with the liberation and needs of the Child as Nature in the modern society. Today the tools are used foremost as a part of evaluation processes, but also as a means to make visible children’s competence and learning-processes, within the new dominant constructivist framework. This study sets out to theoretically, historically as well as practically, investigate if it is possible to understand the practice of what we today call ‘pedagogical documentation’ as a practice which empowers children as well as teachers in their respective as well as co-operative learning-processes.

    In this project the researchers own learning-processes in relation to the research has also been investigated. A theoretical displacement is illustrated from a modernist understanding of the practices of observation and documentation, to a feminist poststructural position. Documented practice from Åkervägens pre-school was co-operatively researched together with three pre-school teachers. What started as a participant ethnographic study, transformed into what is conceived as a feminist poststructural research study. In the cooperative learning-processes the possibilities of understanding the tool of pedagogical documentation as a practice of continuos ’resistance’, against taken for granted or dominant meaning making and practices, was investigated. Deconstructive talks as well as collective biography work and storyline deconstructions were used with the teachers. Values and ethical notions of children as equal citizens, with rights to a pedagogical practice with possibilities to investigate their surrounding world together with other children and adults, formed the platform for this co-operative work. The study reveals the possibilities and difficulties with pedagogical documentation as a practice of ’resistance’, but also shows the obvious ‘emancipative’ effects for children and teachers. Conceiving themselves as meaning-making and knowledge-producing subjects, in processes of challenging and continuous change, had certain and important empowering effects.

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