Emilie Moberg

My research focuses on children’s learning, participation, and knowledge production within preschool and school settings, with a particular emphasis on practice-based, participatory, and interdisciplinary approaches. My work spans the fields of science education, education for sustainability, children’s literature, and relational and material perspectives on learning.

A recurring theme in my research is how knowledge is shaped through the interplay between people, places, materials, and other species. I investigate, among other things, how children develop an understanding of plants, animals, biodiversity, and ecological contexts through place-based, inquiry-based, and embodied learning processes. Methodologically, I primarily employ qualitative and participatory methods, such as ethnographic studies, participant observation, interviews, and co-produced research processes. Children’s perspectives and experiences serve as a central starting point, while I am also interested in how research can be conducted in close collaboration with educators, schools, and other societal actors.

In recent years, I have also focused on children’s literature, representations of plants, and ecological literacy, as well as the relationships between scientific knowledge, narratives, and everyday experiences. Concurrently, I work as a researcher and program designer for *Education for Every Child Syria*, contributing to the development of educational initiatives through mapping exercises and participatory research methods that center on children’s experiences and educational conditions in conflict and post-conflict settings.

In 2022, I was a visiting researcher at the Centre for Gender Research at Uppsala University. I am one of the organizers of the Seminar on Feminist Theory and Method at BUV and serve on the editorial boards of the journals *Gender and Education* and *Reconceptualizing Educational Research Methodology* (RERM).

Publications (in selection)

Letellier, I., & Moberg, E. (2026). Teaching about, with and for animals – a systematic review in early childhood education. Environmental Education Research, 1–30. https://doi.org/10.1080/13504622.2026.2708250

Moberg, E. (2026). How can a joint research-object, including researcher-teacher roles, be negotiated and established in practice-based research? Nordic Education Research Association, 2026, Aarhus, Denmark, March 4-6. (presenter, organizer and chair)

Moberg, E. (2025). Countering plant blindness: place-based methods addressing the phenomenon of pollination in early childhood education. European Conference of Qualitative Inquiry (ECQI), 11-13th January. Edinburgh.

Moberg, E. and Hogarth, H. (2025). Our Giving Tree: exploring plant/child relations through storying/ philosophising with a children’s book, European Conference of Qualitative Inquiry (ECQI), 11-13th January. Edinburgh.

Moberg, E. och Westberg Broström, A. (2025). Barntid och växttid: Ekokritiska läsningar av tidsförlopp och relationen mellan växter och barn i två bilderböcker. Barnboken: Journal of Children’s Literature Research, 48.

Moberg, E. (2024). Minecraft and Super Mario as enacted in a preschool setting: Children’s engagements with digital popular culture beyond player–interface–screen ecologies. Contemporary Issues in Early Childhood, 0(0). https://doi.org/10.1177/14639491231225225

Moberg, E. (2024). Tistelfjärilar, bläckfiskar och mänsklig överordning: att göra feministiska analyser av natur och kultur. I Genus och kultur (eds.) Woube, A. and Lindelöf, K. Stockholm: Makadam förlag.

Moberg, E. (2023). On snails and eels – exploring alignments of epistemic cultures in early childhood education and literary fiction. Science and Technology Studies, Special issue: Alignment work.

Moberg, E. och Halvars, B. (2022). Förkroppsligade kunskaper om väder och klimat - förskolans roll i Antropocen. Pedagogisk forskning i Sverige. (Temanummer: Antropocen i en skandinavisk utbildningskontext)

Bodén, L., Lenz Taguchi, H., Moberg, E., & Taylor, C. (2020). Relational Materialism. In Oxford Research Encyclopedia of Education. Oxford University Press.

Moberg, E. (2018). Enacting affirmative critique: exploring the conjunctions and overlaps among Actor-network theory and Feminist New Materialist Studies in Early Childhood Curriculum Studies, 9(1)Reconceptualising Education Research Methodologies.