معرفی
Annica Gullberg is a Researcher at the Centre for Gender Research at Uppsala University. Her work focuses on the intersection of gender studies and science education, particularly examining how gender perspectives can be integrated into science teaching and teacher education programs across various educational levels from preschool to university.
Her research interests include:
- Gender studies in science education
- Teacher education and development
- Feminist pedagogy and material feminism
- Identity work in biology education
- Science teaching in preschool and primary education
- Borderland theory in educational contexts
- Material feminist approaches to science education
Gullberg's scholarly work examines the complex relationships between gender, science, and education through multiple theoretical lenses including figured worlds theory, material feminism, and borderland theory. She investigates how students and teachers navigate gendered expectations within science education contexts, with particular attention to identity formation and the integration of feminist perspectives into science curricula. Her research often focuses on the 'chafing borderlands' where different educational cultures meet, especially in preschool teacher education where science teaching faces unique challenges.
Her publications demonstrate a consistent focus on making science education more inclusive and gender-aware. Through her work, she has contributed significantly to understanding how gender perspectives can transform science teaching practices and how teacher educators can better prepare future teachers to address gender issues in science classrooms. Her research spans multiple educational contexts, from preschool science education to university-level biology teaching, revealing common challenges and opportunities across these settings.
Gullberg frequently collaborates with colleagues including Kristina Andersson, Anna Danielsson, Anita Hussenius, and Kathryn Scantlebury on interdisciplinary research projects that bridge gender studies and science education. Together, they have developed theoretical frameworks like 'spacetimemattering' and 'interstitial spaces' to analyze and transform science education practices.
