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Trouble the gap: gendered inequities in STEM education

Gender and education, 2020-07, Vol.32 (5), p.573-576

Hussenius, Anita

2020

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‘Are we to become a gender university?’ Facets of resistance to a gender equality project

Gender, work, and organization, 2018-03, Vol.25 (2), p.127-143

2018

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Bland provrör och spektrometrar: Materiens agens och materiell dysfunktionalitet

Tidskrift för genusvetenskap, 2018-12, Vol.39 (4), p.31-52

Hussenius, Anita

2018

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Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue

Cultural studies of science education, 2014-06, Vol.9 (2), p.255-262

Hussénius, Anita

2014

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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education

Cultural studies of science education, 2020-06, Vol.15 (2), p.433-452

2020

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Pre-Service Teachers’ Views of the Child—Reproducing or Challenging Gender Stereotypes in Science in Preschool

Research in science education (Australasian Science Education Research Association), 2018-08, Vol.48 (4), p.691-715

2018

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Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry

Cultural studies of science education, 2017-06, Vol.12 (2), p.395-423

2017

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Naturvetenskap för yngre barn – kunskapsinnehåll i lärarstudenters beskrivningar av sin framtida undervisning

Högre utbildning, 2018-02, Vol.8 (1), p.1-13

2018

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Gender theory as a tool for analyzing science teaching

Teaching and teacher education, 2009-02, Vol.25 (2), p.336-343

2009

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CHAPTER TWENTY-SIX: Forming Bonds—Breaking Bonds

Counterpoints (New York, N.Y.), 2018-01, Vol.442, p.361-373

HUSSÉNIUS, ANITA

2018

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“In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science

Cultural studies of science education, 2016-12, Vol.11 (4), p.1115-1134

2016

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Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Högre utbildning, 2014, Vol.4 (2), p.109-125

2014

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Chemistry inside an Epistemological Community Box: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry

Cultural studies of science education, 2017, Vol.12 (2), p.395

2017

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Feministisk pedagogik som skaver?: Förutsättningar, avvägningar och den ”hopplösa” ämnesinnehållsliga anpassningen

Tidskrift för genusvetenskap, 2018-12, Vol.39 (4), p.104-122

2018

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Naturvetenskap och utbildning – en materiell, skev, ”sexig” och skavande historia?

Tidskrift för genusvetenskap, 2018-12, Vol.39 (4), p.2-6

2018

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Spotting the science culture – Integrating gender perspectives into science courses

International journal of gender, science and technology, 2015, Vol.7 (1), p.91

2015

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Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Högre utbildning, 2014-08, Vol.4 (2)

2014

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Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Högre utbildning, 2014-08, Vol.4 (2)

2014

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Experimental evidence of partially rate limiting ion-pair interconversion in a base catalyzed 1,3-proton transfer reaction

Chemical communications (Cambridge, England), 1998 (24), p.2693-2694

1998

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Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be

In the borderland between academic disciplines and school science – Science faculty as teacher educators, 2020, Vol.1, p.184-198

1, 2020

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Using Spacetimemattering to Engage Science Education with Matter and Material Feminism

Challenging science teacher education: gender awareness in constructing knowledge of science and science teaching, 2019, Vol.18, p.39-50

2019

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Communicating Through Silence: Examining the Unspoken, the Unsaid, and the “Not Done” in Science Education

Material Practice and Materiality: Too Long Ignored in Science Education, 2019, Vol.18, p.233-244

2019

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Interstitial Spaces: A Model for Transgressive Processes

Illdisciplined Gender, 2015, p.11-30

2015

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Science Education for all, some or just a few?

Cultural studies of science education, 2014, Vol.9 (2), p.255

Hussenius, Anita

2014

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Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry

Cultural studies of science education, 2016, Vol.1 (11), p.1

2016

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Trouble the gap: gendered inequities in STEM education

‘Are we to become a gender university?’ Facets of resistance to a gender equality project

Bland provrör och spektrometrar: Materiens agens och materiell dysfunktionalitet

Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue

Chafing borderlands: obstacles for science teaching and learning in preschool teacher education

Pre-Service Teachers’ Views of the Child—Reproducing or Challenging Gender Stereotypes in Science in Preschool

Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry

Naturvetenskap för yngre barn – kunskapsinnehåll i lärarstudenters beskrivningar av sin framtida undervisning

Gender theory as a tool for analyzing science teaching

CHAPTER TWENTY-SIX: Forming Bonds—Breaking Bonds

“In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science

Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Chemistry inside an Epistemological Community Box: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry

Feministisk pedagogik som skaver?: Förutsättningar, avvägningar och den ”hopplösa” ämnesinnehållsliga anpassningen

Naturvetenskap och utbildning – en materiell, skev, ”sexig” och skavande historia?

Spotting the science culture – Integrating gender perspectives into science courses

Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap

Experimental evidence of partially rate limiting ion-pair interconversion in a base catalyzed 1,3-proton transfer reaction

Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be

Using Spacetimemattering to Engage Science Education with Matter and Material Feminism

Communicating Through Silence: Examining the Unspoken, the Unsaid, and the “Not Done” in Science Education

Interstitial Spaces: A Model for Transgressive Processes

Science Education for all, some or just a few?

Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry

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