Profiles

Bilda av Linnea Bodén. Foto: Clément Morin

Linnea Bodén

Universitetslektor

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Works at Department of Child and Youth Studies
Telephone 08-120 762 15
Email linnea.boden@buv.su.se
Visiting address Svante Arrhenius väg 21A
Room 457
Postal address Barn- och ungdomsvetenskapliga institutionen 106 91 Stockholm

About me

Senior lecturer

Section for Early Childhood Education

Teaching

Teaching in Teacher Education Programme in Early Childhood Education and the master program in preschool didactics. 

Research

As the leader of the research project Children in research. Investigating preschool children’s experiences as participants in randomized control trials I investigate children’s perspectives on research and on being part of a research project. Through a multitheoretical perspective, the project explores methodologies to research children's participation as well as how different methodologies within a research project could produce different, and sometimes unexpected, forms of participation. The project is a continuation of the research project Enhancing preschool children´s attention, language and communication skills: An interdisciplinary study of socio-emotional learning and computerized attention training.

With a background in gender studies, sociology and pedagogy, my thesis in Pedagogic practices from 2016 combines an interest in entangling theoretical explorations and empirical engagements. In the thesis, I investigate how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. In the thesis, posthumanist theorizing is put to work with a special focus on how the research apparatuses enable some realities to come to life, while impeding other.

Research project

Ongoing research project: Children in research. Investigating preschool children’s experiences as participants in randomized control trials https://www.buv.su.se/forskning/forskningsprojekt/projekt-inom-f%C3%B6rskoledidaktik/att-vara-barn-i-forskning-1.423094

Supervision, PhD student Teresa Elkin Postila: (In)finite water - researching environmental issues together with preschoolers

Previous research projects: Children as agents within a research apparatus. Producing knowledge on children's experiences and perspectives on being part of a research project. Part of the project Enhancing preschool children´s attention, language and communication skills: An interdisciplinary study of socio-emotional learning and computerized attention training

Publications

Bodén, L., Taguchi, H. L., Moberg, E., & Taylor, C. A. (2019). Relational Materialism. In Oxford Research Encyclopedia of Education.

Frankenberg, S. J., Lenz Taguchi, H., Gerholm, T., Bodén, L., Kallioinen, P., Kjällander, S., Palmer, A., & Tonér, S. (2018). Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context. Journal of Cognition and Development, 1-21.

Bodén, L. (2017). Frånvaro på skärmen: en essä. I: Bergstedt, B. (red).  Posthumanistisk pedagogik: Teori, undervisning och forskningspraktik. Malmö: Gleerups, ss. 15-24.

Bodén, L. (2017). Going with the affective flows of digital school absence text messages. Learning, Media and Technology, 42 (4): 406-419. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1046965&dswid=-6860

Bodén, L. (2016). Present absences. Exploring the posthumanist entanglements of school absenteeism. PhD diss, Linköping University http://www.diva-portal.se/smash/record.jsf?pid=diva2%3A951239&dswid=8625

Bodén, L. (2016). Dexter time: The space, time and matterings of school absence registration. Discourse: Studies in the Cultural Politics of Education, 37 (2): 245-255. urn:nbn:se:liu:diva-118296

Bodén, L. (2015). The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration, Cultural Studies ó Critical Methodologies, 15 (3): 192-202. urn:nbn:se:liu:diva-112158

Bodén, L. (2013). Seeing red? The Agency of Computer Software in the Production and Management of Students’ School Absences, International Journal of Qualitative Studies in Education, 26 (9): 1117-1131. urn:nbn:se:liu:diva-98042

Åsberg, C.; Lenz-Taguchi, H. & Bodén, L. (2013). “Gender Lab. Rapport från jämställdhetsprojektet Genuslabbet vid Linköpings och Stockholms universitet 2010 – 2013”

Lenz Taguchi, H.; Bodén, L. & Ohrlander, K. (red.) (2011). En rosa pedagogik – jämställdhetspedagogiska utmaningar. Stockholm: Liber urn:nbn:se:liu:diva-127625

Bodén, L. (2011). ”Könsneutralitet och kompensatorisk pedagogik. Dominerande föreställningar i förskolans jämställdhetsarbete”. S. 35-47. Lenz Taguchi, Hillevi, Bodén, Linnea och Ohrlander, Kajsa (red.) En rosa pedagogik – jämställdhetspedagogiska utmaningar. Stockholm: Liber

Publications

A selection from Stockholm University publication database
  • 2019. Sofia J. Frankenberg (et al.). Journal of Cognition and Development 20 (2), 182-202

    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.

  • 2019. Linnea Bodén (et al.). Oxford Research Encyclopedias

    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.

Show all publications by Linnea Bodén at Stockholm University

Last updated: September 4, 2019

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