Katerina Pia Günter
Biographic Data
| ID | 6559743 |
|---|---|
| NAME | Katerina Pia Günter |
| GIVEN NAMES | Katerina Pia |
| FAMILY NAME | Günter |
| SIGNATURE | GÜNTER K P |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0002-8520-2642 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Manifesto for Critical‐Feminist Science Education
Feminist science education is not a new endeavor but part of a long‐standing intergenerational struggle against exclusion, marginalization, and epistemic violence within science and science education institutions and practices. Despite decades of critical feminist scholarship and activism, science and science education continue to operate through patriarchal, colonial, and neoliberal structures that uphold cisheteronormativity, racism, and ableis…
“Every morning I take two steps to my desk…”: Students’ perspectives on distance learning during the Covid-19 pandemic
During the COVID-19 pandemic, distance learning became the predominant teaching method at most universities, exposing students and teachers alike to novel and unexpected challenges and learning opportunities. Our study is situated in the context of higher physics education at a large Swedish university and adopts a mixed-methods approach to explore how students perceive shifts to distance learning. Quantitative student survey responses comparing …
Portraits of Swedish natureculture identity – entanglements of (gender) equity and integration in early childhood education
Photographs of children are used on a daily basis in Swedish preschool practice.Although the preschool curriculum prescribes gender equality and celebration of diversity, photographs of indoor activities have shown to display a homogenous view of children and an emphasis on masculine-coded productions and accomplishments.This article examines 325 photographs of outdoor activities from Swedish preschools with diverse ethnic compositions.Our result…
Dedicating, faking, and surviving: Disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts
Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB. Through thematic analysis of 27 timeline interviews from a Swedish, German, and British university as a c…
“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…
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“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…
Dedicating, faking, and surviving: Disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts
Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB. Through thematic analysis of 27 timeline interviews from a Swedish, German, and British university as a c…
“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…
“Every morning I take two steps to my desk…”: Students’ perspectives on distance learning during the Covid-19 pandemic
During the COVID-19 pandemic, distance learning became the predominant teaching method at most universities, exposing students and teachers alike to novel and unexpected challenges and learning opportunities. Our study is situated in the context of higher physics education at a large Swedish university and adopts a mixed-methods approach to explore how students perceive shifts to distance learning. Quantitative student survey responses comparing …
Portraits of Swedish natureculture identity – entanglements of (gender) equity and integration in early childhood education
Photographs of children are used on a daily basis in Swedish preschool practice.Although the preschool curriculum prescribes gender equality and celebration of diversity, photographs of indoor activities have shown to display a homogenous view of children and an emphasis on masculine-coded productions and accomplishments.This article examines 325 photographs of outdoor activities from Swedish preschools with diverse ethnic compositions.Our result…
A Manifesto for Critical‐Feminist Science Education
Feminist science education is not a new endeavor but part of a long‐standing intergenerational struggle against exclusion, marginalization, and epistemic violence within science and science education institutions and practices. Despite decades of critical feminist scholarship and activism, science and science education continue to operate through patriarchal, colonial, and neoliberal structures that uphold cisheteronormativity, racism, and ableis…
Career Development and Diversity (4 works) · Pedagogy (4 works) · Psychology (4 works) · Science education (4 works) · Sociology (4 works) · Aesthetics (3 works) · Gender Diversity and Inequality (3 works) · Interdisciplinary Research and Collaboration (3 works) · Mathematics education (3 works) · Negotiation (3 works)