Profiles

Karin Gunnarsson Foto: Eva Dalin

Karin Gunnarsson

Bitr. Universitetslektor

View page in English
Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 766 60
E-post karin.gunnarsson@edu.su.se
Besöksadress Frescativägen 54
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Frågor kring värdegrund, kön och normer har varit centrala såväl i mitt arbete som gymnasielärare där jag hade funktionen som genuspedagog, till forskarutbildningen och postdoktorprojektet där jag framförallt arbetat med posthumanistiska feministiska teorier. Sedan augusti 2019 arbetar jag som biträdande universitetslektor i pedagogik med inriktning mot skolutveckling och skolledarskap. 

Undervisning

Från hösten 2019 är jag verksam inom rektorsprogrammet och undervisar inom kursen Etik och juridik i ledarskapspraktik samt Skolledarskap. I kursen Skolledarskap är jag ansvarig för tema 3 som behandlar frågor om inflytande, inkludering och medborgarskap. Därutöver är jag handledare för två doktorander.

Tidigare har jag varit kursansvarig och undervisat i kursen Kommunikation och konfliktförståelse samt Fördjupningskurs i handledning i lärarprofessionen.   

Forskning

I min forskning är vetenskapsteoretiska och metodologiska frågor med utgångspunkt i postshumanistiska perspektiv centrala. Med dessa perspektiv har jag framförallt undersökt skolans värdegrundsuppdrag såsom hälsofrämjande arbete och undervisning om normer och jämlikhet. I december 2019 presenterar jag delar av min pågående forskning vid den '10th Annual New Materialisms conference' vid University of the Western Cape i Sydafrika.

Under hösten 2019 är jag del av ett tvärvetenskapligt pilotprojekt som undersöker sex och samlevnadsundervisning i grundskolan. Detta praktinära och tvärvetenskapliga projekt görs i samarbete med lärare med syfte att utforska och utveckla sex- och samlevnadsundervisningen. I november 2019 beviljades projektet medel från svenska Vetenskapsrådet för en fyraårig fortsättning.

Mellan åren 2017-2019 drev jag ett postdoktor-projekt vid Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik (HSD). I detta projekt studerade jag undervisning om normer och jämlikhet inom skolämnet samhällskunskap. Med en praktiknära metodologi utforskades bland annat affekters och materialiteters inverkan i denna undervisning. Under dessa år var jag också gruppledare för forskningsgruppen Ämnesdidaktik och postteori.  

 

 

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2020. Linnea Bodén, Karin Gunnarsson. Qualitative Inquiry

    In this article, we elaborate on postqualitative methodology by engaging with two questions: What does postqualitative mean? Why is the postqualitative movement important? The engagement with these questions evokes a conversation, which becomes our methodology. The conversation is an assemblage, always multiple and collective. This allows us to acknowledge the messy and hybrid processes of knowledge production, and it forces us to be responsive to moments and movements, while remaining vague and ambivalent. As such, the postqualitative provides us with nothing. Simultaneously, it offers tools to navigate and can turn into anything. Nonetheless, it implies hope and is therefore everything.

  • 2020. Gunnarsson Karin. Pedagogy, Culture & Society

    This paper explores the teaching practice of norms and equality in an upper secondary school in Sweden focusing on affective dimensions. The teaching and the affective qualities engendered were explored empirically and theoretically with a specific focus on engagements. Inspired by feminist posthumanism, a relational ontology was used to embrace affective dimensions as generative intensities. Using a collaborative ethnography methodology the analysis traces affective qualities within the teaching practice informed by theoretical notions of tensions and choreographies. The analysis shows how the practice of teaching is moulded with affective qualities such as safety, uncertainty, distress, troubles, silences – altogether part of enacting different modes of engagements. This foregrounds how ambiguous engagement unfolds in the teaching of norms and equality. In the concluding remarks, the messiness of affective qualities are discussed highlighting engagement in terms of collective disruptions and inviting a critical and creative sensibility.

  • 2019. Karin Gunnarsson. Gender and Education

    This paper explores a teaching practice that considers equality in social studies in a Swedish upper secondary school. The questions explored were: What become produced within the teaching practice? and How to encounter these issues without reproducing them? To explore these questions I put to work a theoretical framework of feminist post-humanism and a participatory methodological approach. This meant that I collaborated with one teacher and participated in planning and teaching activities. The analysis of the teaching practice focuses on three events involving cries, lines and stairs; these events display the complex processes in which norms and categorizations are produced and revealed how both stabilizations and tensions became enacted within the teaching. In the concluding remarks, I further discuss these tensions in terms of troubles and hopes and elaborate on the encounter between social studies curriculum and a feminist post-humanist approach.

  • 2018. Gunnarsson Karin. Reconceptualizing Educational Research Methodology (RERM) 9 (1), 17-28

    By engaging with a manual based program called DISA this paper explores how care is enacted in educational health promotion and moreover elaborates on how to engage methodologically with a careful critique. Together with sociomaterialist scholars I propose a theoretical and methodological notion of care that includes the vital doings of materialities, discourses and affectivity. Working with this notion of care makes it possible to engage with exclusions and power while at the same time open up for the erratic and unpredictable. To do this I put to work the concepts translation and touch. With these concepts it becomes possible to acknowledge the transformations taking place within the practice and avoid becoming stuck in stabilization and negativity. Not to ignore the orderings of the practice but to work actively through negativity into a generative potential. This shows that how to respond with care cannot be determined by ready-made instructions. It involves creating an imaginative and fluid practice since care always becomes a moving and temporary matter.

  • 2018. Karin Gunnarsson. Utbildning och Lärande / Education and Learning 12 (1), 71-86

    In this article, I elaborate on the encounter of practice-based research and a sociomaterial approach. In order to do this I start by outlining the theoretical assumptions building on actor-network theory and its performative ontology as well as a post-qualitative methodology. With these theoretical and methodological starting points, I discuss how practice-based research, especially educational action research, is composed in relation to the research project I am working with. This project is located within the research field of subject-matter didactics and has a specific focus on the school subject social studies. Within the project I collaborated with one teacher by taking part in the planning of a teaching unit and the actual teaching. The analysis focuses on practice, proximity and collaboration and explores how these phenomena can be unfolded when doing practice-based research. This raises specific methodological questions on how to interweave theory and practice, how the researcher position becomes enacted and how responsibility is performed. In conclusion, some preliminary proposals are presented for practice-based research in relation to the sociomaterial approach.

  • 2017. Karin Gunnarsson. Educational action research

    This article takes as its point of departure an action research project conducted in an upper secondary school in Sweden. The project had a practitioner research approach and was carried out with students in one class. In this article, I elaborate on the tensions that appeared during the project concerning collaboration and action. This is done by revisiting the project with a theoretical approach of sociomaterialism. Revisiting entails critically and creatively exploring how to comprehend collaboration and action differently. It raises question about who or what are involved in the collaborations and what are to be considered ‘good’ actions. Within the elaboration, collaboration and action become intertwined phenomena that are always working together. Furthermore, it proposes how the notion of intervention embraces the distributed and collective disposition of both collaboration and action. By addressing the notions of collaboration and action with a sociomaterial approach changing a teaching practice becomes a relational experiment without preset goals. The potential for change becomes within speculative interventions that affords various encounters and relations.

  • 2017. Simon Ceder, Gunnarsson Karin. Studier i Pædagogisk Filosofi 6 (1), 5-24

    [A Hand on the Shoulder: Touch as a Posthuman Feminist Phenomenon] With a posthuman feminist perspective, we explore touch as a phenomenon in the philosophy of education. Our argument is that touch is one of the prominent phenomena in educational contexts and therefore it requires closer theoretical investigation. In this article, we seek to challenge a ‘subject centric’ and ‘anthropocentric’ perspective, proposing a posthuman approach where touch is relationally intra-active and constantly present with multiple directions. Inspired by the methodological approach ‘concept as method’, we explore the phenomenon of touch through tracing-and-cartographing how it is used in educational texts. Two central aspects – body and ‘natureculture’– appeared in the intersection of touch, education and posthuman feminism. Touch as an educational phenomenon is seen as active in highlighting everyday activities in educational practices, and pushing them to be questioned and disrupted. To conclude, we raise a few questions and discuss some challenges that emerged while working with touch as a posthuman feminist phenomenon.

Visa alla publikationer av Karin Gunnarsson vid Stockholms universitet

Senast uppdaterad: 7 september 2020

Bokmärk och dela Tipsa