Ingrid Ahnesjö
Biographic Data
| ID | 4141972 |
|---|---|
| NAME | Ingrid Ahnesjö |
| GIVEN NAMES | Ingrid |
| FAMILY NAME | Ahnesjö |
| SIGNATURE | AHNESJÖ I |
| AFFILIATIONS | Department of Ecology and Genetics, Animal Ecology Uppsala University Uppsala Sweden |
| ORCID | 0000-0002-9942-5687 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology
Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We explore these norms through the lens of identity, asking what identities are recognized by university b…
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology
Studying biology entails negotiating knowledges, identities, and what paths, more or less well‐trodden, to follow. Knowledges, identities, and paths within the very practices of science are fundamentally gendered and it is, therefore, critical to recognize when exploring students' learning and participation in natural sciences. Even though students' numbers in undergraduate Higher Education Biology are female‐biased, it does not mean that gendere…
Cordelia Fine Testosteron Rex. Myten om våra könade hjärnor
"Vad kan vi lära av biologiforskning om "könsroller
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"Vad kan vi lära av biologiforskning om "könsroller
Cordelia Fine Testosteron Rex. Myten om våra könade hjärnor
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology
Studying biology entails negotiating knowledges, identities, and what paths, more or less well‐trodden, to follow. Knowledges, identities, and paths within the very practices of science are fundamentally gendered and it is, therefore, critical to recognize when exploring students' learning and participation in natural sciences. Even though students' numbers in undergraduate Higher Education Biology are female‐biased, it does not mean that gendere…
“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology
Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We explore these norms through the lens of identity, asking what identities are recognized by university b…
Career Development and Diversity (2 works) · Gender Diversity and Inequality (2 works) · Identity (music) (2 works) · Interdisciplinary Research and Collaboration (2 works) · Mathematics education (2 works) · Negotiation (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science education (2 works) · Social science (2 works)