Biography

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.

Research projects

Currently, Anna T. Danielsson is PI of the research project "The unlikely scientists", funded by the Swedish Research Council:

The unlikely scientists: Exploring what has enabled students from under-represented groups to continue to higher education science studies

Participants: Prof. Anna Danielsson (Uppsala University) and Dr. Anne-Sofie Nyström (Uppsala University):

Previously Danielsson has participated in the projects:

Remoulding Engineering: Knowledge and Identity Perspectives on Project Work in Engineering Education (2015-2017)

Participants: Dr. Maria Berge, PI (Umeå University), Dr. Anna Danielsson (Uppsala University), Dr. Eva Silfver (Umeå University), and Prof. Åke Ingerman (Gothenburg University).

In the borderland between academic disciplines and school science - Science faculty as teacher educators (2015-2018)

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).

Power, knowledge and identity in science and technology classrooms: Teachers' enactments of disciplinary discourses as establishing inclusion and exclusion (2013-2015)

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)

Challenging science teacher education: Gender awareness in constructing knowledge of science and science teaching

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), 1017-1032

  Article

  Read more about (Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education

• 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 III

  Chapter

  Read more about Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future

• Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden

  2021. Eva Silfver (et al.). Gender and Education, 1-17

  Article

  Read more about Gender equality as a resource and a dilemma: interpretative repertoires in engineering education in Sweden

• The identity turn in science education research: A review of a consolidating field

  Anna Danielsson (et al.). Cultural Studies of Science Education

  Article

  Read more about The identity turn in science education research

• 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 Topics

  Article

  Read more about Other spaces for young people’s identity work in physics: “non-traditional” students’ engagement in out-of-school activities

• Identitet, normer och naturvetenskap/teknik – intervju som metod

  2021. Anna Danielsson. Vetenskapsteori och forskningsmetoder i utbildningsvetenskap, 107-123

  Chapter

  Read more about Identitet, normer och naturvetenskap/teknik – intervju som metod

• Klassklättring och matematik-kapital: En fallstudie

  2022. Maria Berge, Anna Danielsson. Utbildning och Demokrati 31 (1), 31-49

  Article

  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.

  Read more about Klassklättring och matematik-kapital

Show all publications by Anna Danielsson at Stockholm University