I am Professor of Science Education at the Department of Teaching and Learning. My research interests are centred around issues related to gender, identity and power in the context of teaching and learning science and technology. I am currently PI of the project "The unlikely scientists" (2019-2021) funded by the Swedish Research Council.
Anna Danielsson holds a PhD in physics specialising in physics education research from Uppsala University (2009). After a two year postdoc at the Faculty of Education, University of Cambridge, she in 2012 returned to Uppsala University to take up a position as senior lecturer at the Department of Education. During the academic year of 2016/17 she held a post as Reader in Science Education at King's College London. In January 2018 she was promoted to Professor in Curriculum Studies (didaktik) at Uppsala University.
Selection of new publications
Gonsalves, A.J., Danielsson, A.T., Johansson, A. & Nyström, A.-S. Other spaces for young people’s identity work in physics: “non-traditional” students’ engagement in out-of-school activities. Accepted for publication in Physical Review – Physics Education Research.
Danielsson, A., King, H., Godec, S. & Nyström, A.-S. The identity turn in science education research: A review of a consolidating field. Accepted for publication in Cultural Studies in Science Education.
Danielsson, A., Avraamidou, L. & Gonsalves, A. Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future. Invited contribution to Handbook of Research on Science Education Volume III (eds. Lederman, N. Zeidler, D., & Lederman, J.).
Danielsson, A., Engström, S., Norström, P. & Andersson, K. (2021). The making of contemporary physicists: Figured worlds in the university quantum mechanics classroom. Research in Science Education, 51, 1141-1152. https://doi.org/10.1007/s11165-019-09914-9
Gonsalves, A. & Danielsson, A.T. (eds) (2020) Physics Education and Gender: Identity as an Analytic Lens for Research. Springer: Switzerland.
Currently, Anna T. Danielsson is PI of the research project "The unlikely scientists", funded by the Swedish Research Council:
Participants: Prof. Anna Danielsson (Uppsala University) and Dr. Anne-Sofie Nyström (Uppsala University):
Previously Danielsson has participated in the projects:
Participants: Dr. Maria Berge, PI (Umeå University), Dr. Anna Danielsson (Uppsala University), Dr. Eva Silfver (Umeå University), and Prof. Åke Ingerman (Gothenburg University).
Participants: Dr. Kristina Andersson, PI (Uppsala University), Dr. Anna Danielsson (Uppsala University), Dr. Maja Elmgren (Uppsala University), Dr. Susanne Engström (KTH Royal Institute of Technology, Dr. Annica Gullberg (Uppsala University), Prof. Cathrine Hasse (University of Aarhus), Dr. Anita Hussénius (Uppsala University), and Prof. Kathryn Scantlebury (University of Delaware).
Participants: Dr. Maria Berge (Umeå University), Dr. Anna Danielsson, PI (Uppsala University), Prof. Åke Ingerman (Gothenburg University), Dr. Malena Lidar (Uppsala University) and Prof. Leif Östman (Uppsala University)
Funded by the Swedish Research Council: 2011-2013
Participants: Dr. Kristina Andersson (Uppsala University), Dr. Anna Danielsson (Uppsala University), Dr. Anita Hussénius, PI (Uppsala University), Dr. Annica Gullberg (University of Gävle and Uppsala University) and Prof. Kathryn Scantlebury (University of Delaware).
Caring for physics? Gender perspectives on primary school student teachers’ constitutions of identities as teachers of science in the tension between ‘feminine’ primary teaching and ‘masculine’ physics
Postdoctoral fellowship, funded by the Swedish Research Council: 2010-2012.
Learning in groups: a multidisciplinary perspective on creating and participating in discursive spaces of learning
Funded by the Swedish Research Council 2006-2008.
PI: Prof. Åke Ingerman.
A selection from Stockholm University publication database
(Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
2021. Andreas Ottemo, Allison J. Gonsalves, Anna T. Danielsson. Gender and Education 33 (8), 1017-1032Article
Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future
2021. Anna T. Danielsson, Lucy Avraamidou, Allison J. Gonsalves. Handbook of Research on Science Education Volume IIIChapter
Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden
2021. Eva Silfver (et al.). Gender and Education, 1-17Article
The identity turn in science education research: A review of a consolidating field
Anna Danielsson (et al.). Cultural Studies of Science EducationArticle
Other spaces for young people’s identity work in physics: “non-traditional” students’ engagement in out-of-school activities
Allison J. Gonsalves (et al.). Physical Review Special TopicsArticle
Identitet, normer och naturvetenskap/teknik – intervju som metod
2021. Anna Danielsson. Vetenskapsteori och forskningsmetoder i utbildningsvetenskap, 107-123Chapter
Klassklättring och matematik-kapital: En fallstudie
2022. Maria Berge, Anna Danielsson. Utbildning och Demokrati 31 (1), 31-49Article
Breaking the class ceiling? A case study of a university mathematics student from a non-academic background. In this paper we report from a case study of a student from non-academic background, who has continued on to study mathematics in higher education. Bourdieu’s concepts of capital, habitus, and field were used to analyse the student’s trajectory into university mathematics, with a particular focus on mathematics specific capital. Data was collected through classroom observations and three semi-structured interviews, over a period of three years. The analysis showed how the student acquired mathematics capital by acting as an informal teaching assistant, thus receiving recognition from both peers and teachers for his mathematical abilities. The longitudinal interviews also demonstrated how the student has continuously been able to expand his social capital related to mathematics and science. We argue that it is important for higher education researchers and teachers to consider disciplinary specific capital, and also to provide students with opportunities to acquire such capital.