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  • 1.
    Frödén, Sara
    Örebro University, School of Humanities, Education and Social Sciences.
    Situated decoding of gender in a Swedish preschool practice2019In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 14, no 2, p. 121-135Article in journal (Refereed)
    Abstract [en]

    This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: a) the preschool’s physical environment, b) the regular and repetitive structure of the educational practice and c) the consistent actions of the teachers in the everyday practice. 

  • 2.
    Silfver, Eva
    et al.
    Department of Education, Umeå University, Umeå, Sweden.
    Sjöberg, Gunnar
    Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Bagger, Anette
    Science and Mathematics Education, Umeå University, Umeå, Sweden.
    An 'appropriate' test taker: the everyday classroom during the national testing period in school year three in Sweden2016In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 11, no 3, p. 237-252Article in journal (Refereed)
    Abstract [en]

    This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for nine- to ten-year-old children in Sweden. Data was produced by observations, video-recordings, and interviews with children. The article shows on a micro level how assessment trends, on a macro level, affect children. It further focuses how children through different repertoires of time position themselves as 'appropriate' test takers.

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