Profiles

Anna Palmer. Photo: Niklas Björling.

Anna Palmer

Universitetslektor, Docent

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Arbetar vid Barn- och ungdomsvetenskapliga institutionen
Telefon 08-120 762 34
E-post anna.palmer@buv.su.se
Besöksadress Frescati hagväg 16B
Rum 330
Postadress Barn- och ungdomsvetenskapliga institutionen 106 91 Stockholm

Om mig

Universitetslektor

Avdelningen för förskollärarutbildning och förskoleforskning

Föreståndare för Avdelningen för förskollärarutbildning och förskoleforskning

 

Undervisning

Undervisar bland annat i förskollärarprogrammet och forskarutbildning.

Forskning

Forskningsprojekt

Förstärkning av förskolebarns uppmärksamhets, språk och kommunikationsförmågor: : En interdisciplinär studie av socio-emotionellt lärande och datoriserad uppmärksamhetsträning

Inom forskningsinriktning: Lärande – Hjärna– Praktik: transdisciplinära studier om språk i förskolan

Doktorandprojekt/Licentiandprojekt

Hållbarhet och framtid – lärande laboratorier i förskolan, Teresa Elkin Postila

Att Ramla är att falla: Experimenterande dans med små barn. Kroppslighet och rörlighet i förskolan, Lovisa Gustafsson

Några avslutade forskningsprojekt:

MIG-projektet - Att bli en mattemänniska i förskola/skola

Media

Pedagogisk dokumentation, Skolverket

Nytt verktyg ska ge stöd, Förskolan 2012-11-09

Med genus i beräkningen, recension Skolvärlden 2012-05-25

Att bli matematisk, recension Förskolan, 2012-04-18

Alla kan bli matematiska, recension Origo, 2012-02-03

Studenter får ångest av matte, Förskolan, 2011-11-10

Bild och musik öppnar dörren till matten, Origo, 2010-10-20

Alla blir matematiska, men på olika sätt, Skolverket

Matematik på nya sätt ökar självförtroendet, Skolporten, 2010-06-22

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2016. Elizabeth de Freitas, Anna Palmer. Cultural Studies of Science Education 11 (4), 1201-1222

    The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children's activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is reanimated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are 'material articulations of the world' intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled 'Children's relations to the city'. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.

  • 2016. Hillevi Lenz Taguchi, Anna Palmer, Lovisa Gustafsson. Discourse. Studies in the Cultural Politics of Education 37 (5), 705-716

    What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1-2 years with Claire Colebrook's theorizing on the war on norms'. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways.

  • 2011. Anna Palmer. Reconceptualizing Educational Research Methodology (RERM) 1 (1), 3-18

    The aim of this article is to illustrate how the understanding of mathematical subjectivity changes when transiting theoretically and methodologically from a discursive and performative thinking, as suggested by Judith Butler (1990, 1993, 1997), to an agential realist and diffractive thinking, inspired by Karen Barad’s theories (2007, 2008). To show this I have examined narrative memory stories about mathematics written by students participating in Teacher Education maths courses. I provide examples of such stories and present an in-depth analysis of one such story. The first part of the analysis has been carried out using performative methodological strategies – in relation to Judith Butler’s theories – while the latter part of analysis has been performed with the aid of diffractive methodological thinking – in relation to Barad’s theoretical perspectives. When summarising the different analyses, it becomes evident that the understanding of data – and of me as researcher – changes when transiting from one theoretical and methodological arena to another. Depending on which questions we pose, what methodological strategies we use, and which theoretical fields we get involved in, we would see and understand this differently.

  • 2015. Hillevi Lenz Taguchi, Anna Palmer. Metodefest og øyeblikksrealisme, 81-100
  • 2017. Anna Palmer.
Visa alla publikationer av Anna Palmer vid Stockholms universitet

Senast uppdaterad: 23 mars 2018

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