Interstitial spaces - a model for challenge and change.
2014 (English)Conference paper, Abstract (Refereed)
This paper introduces the concept of interstitial spaces to examine the boundaries of science, science education, pedagogy, caring, and gender to discuss the different cultures teacher students meet during their education. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries, but can also by experiencing new cultures and developing new knowledge integrate these new views into future practices. Thus, interstitial spaces establish a context for a carrier to act in ways to transform and change the cultures of disciplines. On an individual level, instead of feelings of alienation, of not fitting into a culture, the model offers a carrier the position as someone who has the potential and possibility to invoke a change, and this can be empowering.
Place, publisher, year, edition, pages
gender, science education, transgressive processes, identity
Gender Studies Other Natural Sciences Didactics
Research subject Curriculum Studies
IdentifiersURN: urn:nbn:se:uu:diva-240335OAI: oai:DiVA.org:uu-240335DiVA: diva2:776294
Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments, Helsinki, Finland, 4th – 6th June 2014
FunderSwedish Research Council, 721-2010-5156