Studierektor för grundlärarprogrammet inriktning fritidshem och kurser i fritidshemspedagogik, samt fristående kurser och masterprogram i barn- och ungdomsvetenskap.

Intervju med Linnea Bodén om förskolan, forskning och förskollärarutbildningen

Som projektledare för forskningsprojektet Att vara barn i forskning. Förskolebarns upplevelser av att delta i randomiserade interventionsstudier undersöker jag barns perspektiv på forskning och vad det innebär att vara del av ett forskningsprojekt. Projektet är en fortsättning på forskningsprojektet Hjärnvägar i förskolan och fokuserar utfrån ett multiteoretiskt perspektiv på hur barns delaktighet i forskning kan utforskas metodologiskt, samt hur de metodologier som iscensätts i ett forskningsprojekt på olika och ibland oväntade sätt bidrar till barns möjlighet till delaktighet i forskningen. Frågor om etik är en central del av projektet.

Metodologiska frågor och perspektiv har länge varit ett intresse i min forskning. Med utgångpunkt i posthumanistiska perspektiv har jag under våren 2021, tillsammans med Karin Gunnarsson, publicerat boken Introduktion till postkvalitativ metodologi. Boken tar ett samlat grepp kring frågor om formulerandet av forskningsproblem, forskningsetiska överväganden samt konstruerandet och analyserandet av empiriskt material.

Jag disputerade 2016 i Pedagogiskt arbete, Linköpings universitet, med en avhandling om digital registrering av elevers närvaro och frånvaro. I avhandlingen undersöks hur skolfrånvaro som materiellt-diskursivt fenomen produceras i praktiker och sammanvävningar av människor och ickemänniskor, när frånvaro och närvaro registreras och hanteras med hjälp av digital teknik.

Forskningsprojekt

Pågående forskningsprojekt:

Att vara barn i forskning. Förskolebarns upplevelser av att delta i randomiserade interventionsstudier

Handledning doktorand Jessica Samsioe: Förskolans hall

 

 

Avslutade projekt:

Handledning doktorand Emilia Åkesson: Teacher Education Becoming Elsewhere

Handledning doktorand Teresa Elkin Postila: (O)ändligt vatten: En studie om hur förskolebarn som kännare engageras i samhälleliga miljöfrågor

Handledning doktorand Frederikke Skaaning Knage (Aarhus University, DPU): "Skolevægring"

Avslutat postdoktorprojekt: Barn som centrala agenter i en forskningsapparat. Att producera kunskap om förskolebarns upplevelser och perspektiv på att vara del av ett forskningsprojekt Inom forskningsprojekt: "Hjärnvägar i förskolan": Förstärkning av förskolebarns uppmärksamhets, språk och kommunikationsförmågor: En interdisciplinär studie av socio-emotionellt lärande och datoriserad uppmärksamhetsträning

Media

Vad är det egentligen som är hemligt i "Våra barns hemliga liv"? Intervju, Förmiddag i P4 Dalarna 19 November 2020 (43 min in)

Tolv forskare: SVT:s psykologer duckar för kritiken mot ”Våra barns hemliga liv”, DN Kultur 16 November 2020

Barns känslor blir oetisk underhållning i SVT-serie, DN Kultur 2 November 2020

Digital registrering kan försvåra kontakt, Chef & Ledarskap 15 Mars 2019

Frånvaro ofta i fokus i skolan, Skolporten 20 September 2016

I urval från Stockholms universitets publikationsdatabas

• Advancing feminist relationality in childhood studies

  2023. Linnea Bodén, Tanja Joelsson. Childhood

  Artikel

  Relationality has become central to Childhood Studies and even described as its ontological ground. Feminist theories offer articulate theorizing on relationalities, yet feminist ideas of relationality have not had a significant impact on Childhood Studies. Through focusing on feminist notions of corporeal specificity, sexual-temporal difference and asymmetry, and transcorporeality, this paper argues that feminist theorizations open up a space to engage with childhood and children’s lives as not only relational or entangled, but as inevitably imbricated in relations of power.

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• In the middle of a standardized test: The emerging relations of young children in research

  2022. Linnea Bodén. Contemporary Issues in Early Childhood, 1-18

  Artikel

  The performance of standardized tests is an ongoing matter of concern for childhood researchers.Standardized tests are often described as neglecting the ethical complexities of doing research withyoung children. However, this critique is primarily presented in general terms, and does not attendto the locality and specificity of particular test situations. With this as a starting point, the aim ofthis article is to challenge a narrow understanding of standardized tests as activities done ‘on’ chil-dren and examine the complexities of emerging relations in test situations performed in Swedishpreschools. Through analysing video recordings made as part of an intervention project, the articlefocuses on the practices that surface in test situations with four- to six-year-olds. Inspired byHaraway and Strathern, the article puts to work a relational approach to analysing the test situa-tions. This approach contributes with an understanding in which the contextual details are takeninto account, which in turn highlights how the atypical and the moving are often the standard instandardized testing. The insights from a relational analysis point to important aspects to considerin the performance of standardized tests: it matters to attune to and problematize a narrow under-standing of standardized tests; it matters to consider the local specificities; and it matters to scru-tinize in new ways the relations between children and researchers.

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• Infantographies

  2021. Marek Tesar (et al.). Educational Philosophy and Theory

  Artikel

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• Introduktion till postkvalitativ metodologi

  2021. Gunnarsson Karin, Linnea Bodén.

  Bok

  Genom att introducera en postkvalitativ metodologi tar denna bok ett samlat grepp kring frågor om formulerandet av forskningsproblem, forskningsetiska överväganden samt konstruerandet och analyserandet av empiriskt material. Postkvalitativ metodologi beskrivs utifrån fyra centrala ingångar: posthumanistisk teori; forskning som verklighetsskapande; sammanvävning av diskurs, materialitet och affekt samt en feministisk ansats.

  Boken belyser hur postkvalitativ metodologi erbjuder experimenterande tillvägagångssätt och är en prövande berättelse om hur kunskap kan produceras och hur världen kan undersökas med ‘en metodologi i blivande’. Den är således inte någon handbok eller manual för hur forskning ska bedrivas utan ett teoretiskt och metodologiskt erbjudande som bland annat utforskar frågor om ontologi, epistemologi och etik.

  Med sin specifika utgångspunkt i postkvalitativ metodologi ger boken vägledning och inspiration inom många olika områden och vetenskapliga discipliner. Den är därför ett sällskap för studenter och forskare att arbeta tillsammans med i genomförandet av ett forskningsprojekt. Boken vänder sig framförallt till studenter på avancerad nivå, forskarstudenter samt forskare som undrar vad det innebär att arbeta och skapa kunskap med posthumanistisk teori.

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• On, to, with, for, by

  2021. Linnea Bodén. Children's Geographies

  Artikel

  The ethics of the participation of children in research have attracted the attention of childhood researchers for thirty years. By analysing central scholarly work in childhood sociology and in early childhood education research, the aim of this paper is to unfold, but also queer how ethics are articulated within literature that discusses children in research. Through the methodology of tracing-and-mapping, a map is constructed that displays how children in research are articulated in relation to the prepositions on, to, with, for and by. The map shows how these prepositions form a value scale, underpinned by certain philosophical assumptions about ethics. By relating this to a randomized control trial (RCT) study performed in Swedish preschools, the paper highlights the fact that it is not necessarily more ethical if the research is done by children, than on children. This contributes to a renewed and extended reflection on ethics, that throughly problematize a placing of research on a ‘scale of ethics’ – ranging from bad to good.

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• Editorial

  2021. Linnea Bodén, Simon Ceder, Sofie Sauzet. Reconceptualizing Educational Research Methodology (RERM) 12 (1)

  Artikel

  In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.

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• Nothing, Anything, and Everything

  2021. Linnea Bodén, Karin Gunnarsson. Qualitative Inquiry 27 (2), 192-197

  Artikel

  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.

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• Relational Materialism

  2020. Linnea Bodén (et al.). Oxford Research Encyclopedias

  Kapitel

  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.

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• Wearing and daring the hat – Exploring the materialities of children’s experiences in research

  2019. Linnea Bodén. Journal of Early Childhood Education Research 8 (2), 273-295

  Artikel

  The aim of the paper is to explore how the materialities of EEG caps became vital to produce knowledge on children’s experiences in a research project. By closely examining a six-week exploration together with six five-year-olds at their preschool, the paper focuses on how the making of alternative EEG hats became a worldly and worlding (Haraway, 2008) practice, and was productive of new potential worlds. The exploration is part of a research project that investigates children’s experiences in a large intervention project, at 28 Swedish preschool units. The analysis shows the ways in which materialities were not only related to these experiences, but also crucial for them to emerge. The conclusions highlight that children’s experiences, in the exploratory work, expanded in time and space and that the practices connected to the materialities of the hats came to include other worlding processes, made elsewhere and in other situations.

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• Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context

  2019. Sofia J. Frankenberg (et al.). Journal of Cognition and Development 20 (2), 182-202

  Artikel

  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.

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