@article {Günther-Hanssen:2020:0954-0253:608,
title = "How does gendering matter in preschool science : Emergent science, neutral environments and gendering processes in preschool",
journal = "Gender and Education",
parent_itemid = "infobike://routledg/cgee",
publishercode ="routledg",
year = "2020",
volume = "32",
number = "5",
publication date ="2020-07-03T00:00:00",
pages = "608-625",
itemtype = "ARTICLE",
issn = "0954-0253",
eissn = "1360-0516",
url = "https://www.ingentaconnect.com/content/routledg/cgee/2020/00000032/00000005/art00004",
doi = "doi:10.1080/09540253.2019.1632809",
keyword = "knowing-in-being, preschool environment, material-discursive, Emergent science and technology, gender",
author = "G{\"u}nther-Hanssen, Anna and Danielsson, Anna T. and Andersson, Kristina",
abstract = "This article explores gendered processes in preschool science through Barads agential realism [2007. Meeting the Universe Halfway. Quantum Physics of the Entanglement of Matter and Meaning. London: Duke Universal Press], and as such, the study makes both theoretical and
empirical contributions in how it combines perspectives from emergent science [Siraj-Blatchford, J. 2001. Emergent Science and Technology in the Early Years. Paper presented at the XXIII World Congress of OMEP. Santiago, Chile, August 3], new materialism, and gender theory. Empirically,
the study makes use of data constructed during a field study in a Swedish preschool with five-year-old children. The focus of the field study was the childrens play and explorations together with the preschool environment, during activities not specifically guided by teachers. The analysis
highlights how the childrens identities and scientific explorations are made possible as well as constrained together with the preschools material-discursive environment. As such, the study demonstrates how teachers cannot rely on any environment, activity, choice or subject
content to be (gender) neutral.",
}