Forskningsprocess, metodologiska grunder och etiska överväganden i barn- och barndomsforskning (7,5 hp)
Kursperiod: 21 aug – 27 okt 2023
Språk: Svenska. Examinationsuppgifter kan skrivas på svenska eller engelska
Kursinnehåll: Länk till kursplan. Kursen syftar till att ge den forskarstuderande möjlighet att pröva att skriva fram tidigare forskning med utgångspunkt i eget avhandlingsprojekt. Kursen lägger en bred grund för ett vetenskapligt förhållningssätt, vetenskapliga arbetsmetoder och grundläggande steg i forskningsprocessen om barn. Kursen fokuserar på viktiga steg i forskningsprocessen, specifikt med fokus på hur tidigare forskning är grundläggande i formulering av ett forskningsproblem och forskningsfrågor, val av metod (för datainsamling och analys) och i analysarbetet. I kursen diskuteras hur man kritiskt förhåller sig till tidigare forskningsstudier, teoretiska och metodologiska val. Etiska förutsättningar och regelverk för forskning om barn presenteras och diskuteras. Tidigare forskning presenteras i form av en skriftlig redovisning och ligger till grund för kollegial granskning och diskussion kring hur tidigare forskning kan presenteras och hur den kan informera framtida avhandlingsarbetet.
Undervisnings- och examinationsformer: Kursen examineras genom aktivt deltagande i seminarier där skriftligt individuellt arbete presenteras och diskuteras.
Kursansvariga: Asta Cekaite och Håkan Löfgren
Anmälan: Kontakta kursansvariga om du vill anmäla dig till kursen.
Key Concepts in Environmental Science (10 credits)
Course period: The course starts in week 42, and ends (preliminary) week 49
Course content: Link to Syllabus. Having completed the course, the student should be able to:
- Demonstrate a conceptual understanding of sustainable development.
- Demonstrate a basic understanding of how sustainable development and related concepts are used within scientific practices and discussions as well as in public debates.
- Reflect on trends, contestations and interpretations of selected key concepts related to sustainable development in interdisciplinary environmental science.
Being able to apply selected key concepts to the student’s ongoing PhD research project.
Teaching and examination forms: This course is based on individual work and active participation in seminar discussions associated to the theoretical content provided by the course Interdisciplinary Perspectives on Sustainable Development (IPSD). The content of every lecture or seminar should result in a small text with a reflection. More specifically, as a result from each of the 6 activities from the IPSD course, 6 different reports (1 to 3 pages each), containing a reflection connecting the knowledge provided by the specific activity with the PhD aims, methodologies, theories, or perspectives, should be delivered.
At the end of the IPSD course, each PhD student must deliver a final report (suggestion of 5 to 15 pages) connecting the content of the course with the PhD project. Notice that the content of the 7 reports can, but doesn’t need to, be incorporated in the final report.
The Final Project shall include a description of the specific objectives, aim and context of the PhD project.
Course director: Joyanto Routh, firstname.lastname@example.org
Enrolment: To enrol, contact the course coordinator and Susanne Eriksson
Interdisciplinary perspectives on sustainable development (3 credits)
Period: The course starts in week 42, and ends (preliminary) week 49
Course content: Link to Syllabus. The focus of the course is on key concepts and analytical approaches that are central to sustainability analysis within natural science, social science and humanities, as well as public debates on sustainability. The course provides an understanding of how key concepts and analytical approaches have evolved over time, are defined and applied in both scientific and policy contexts. Through the multidisciplinary approach, the course will address both natural and social science and humanities perspectives.
Lectures will provide contexts to key concepts and analytical approaches of importance for understanding and assessing sustainable development in various contexts. The seminars will be used to discuss the students’ readings of the literature and their understanding and assessment of strengths and weaknesses of the concepts and analytical approaches in general and also in relation to their ongoing PhD projects.
Teaching and examination forms: Active participation at seminars, the participants must be able to show that they have read and reflected on the literature.
The participants also write a reflection paper (3-5 pages) with the aim to relate relevant parts of the course to their ongoing PhD projects. The paper is presented and discussed at the examination seminar. The participants have access to 0,5h supervision during the writing process.
Course director: Joyanto Routh, email@example.com
Enrolment: To enrol, contact the course coordinator and Susanne Eriksson
Introduction to STS (9 credits)
Course period: fall semester 2023, week 36-42 (Tuesdays and Wednesdays in weeks 36, 37, 39 and 41, in person onsite in Linköping, essay to be handed in week 42).
Course content: The course is an introduction to several key theorizations in the international field of Science and Technology Studies (STS). In addition to reading and discussing key texts, the course participants will also be familiarized with the criticism and debate surrounding key theoretical positions of the field. The course centers on STS-perspectives focusing on processes related to scientific knowledge production and technological change. This translates into the dominance of micro- or meso-perspectives in where the interpretations, practices and actions of various involved actors are analyzed and problematized. The course thus emphasizes theoretical perspectives and concepts that can be used to understand “science and technology in the making.”
Teaching and examination forms: The course is designed to provide ample opportunities for reflection and discussion of perspectives, theories and concepts in STS, particularly as they relate to the course participants’ own research interests. The course participants will be constantly challenged to discuss, critically examine and compare various perspectives, approaches and concepts.
The examination consists of the following components:
• Active participation in all course sessions.
• Submission of a short seminar document (1 paragraph about the literature and a few questions) before each reflection seminar, providing brief reflections on or posing questions for the seminar in question.
• Submission of a course essay in which one theme related to the theoretical perspectives addressed in the course is discussed.
Course coordinators: Anna Storm and Sergiu Novac, firstname.lastname@example.org
Enrolment: The course admits a limited number of PhD students. If you’re interested in enrolling, please e-mail Sergiu Novac by May 25th with a brief (max 1 page in total) description of yourself, the topic of your PhD thesis, and your expectations of the course. Notifications of acceptance will be sent out the following week.
Writing the PhD – genre, form and evaluation (5 credits)
Course period: week 39, HT 2023 (fulltime)
Course content: Link to Syllabus This course will discuss how PhD dissertations are written, shaped by formal requirements and local practices, and how they are evaluated. We will explore the PhD dissertation as a genre, asking what elements are incorporated in its production and discussing how these can be flexible. During the course, students will read a how-to book on writing a dissertation, as well as 3 different examples of PhD dissertations to get a feel for the variations that the genre can contain. We will also study the production steps outlined in the Tema PhD student handbooks and read an example of a Tema PhD dissertation at the 60% seminar, 90% seminar and the published final version. Finally, the course will invite professors to come and speak about recent PhD dissertations they have evaluated, giving insight into how a PhD is “graded” or evaluated.
Teaching forms:The course will have one IRL seminar each day during the week it is running. However, there is significant reading which the students will be expected to have completed prior to the start of the course. It is designed to be participant-oriented in the sense that it seeks to maximize active interactions as learning activities. This means that you are expected to have read the literature and prepared questions or reflections in advance, and that the course is designed to give many opportunities for discussion with lecturers on-site at The Department of Thematic Studies, Linköping University (provided that the pandemic so allows) and on Zoom with researchers from other universities, and with fellow course participants.
Examination forms: The course will be examined based on active participation and a written task. For detailed information see the course information and schedule. Written task: based on the discussions during the lectures, revisit one of the dissertations read for session 2 and write a 1-2 page evaluation of the dissertation. Include the question you would ask at the public defence is you were on the grading committee (all members of the grading committee are expected to ask at least one question to the defendant at the end of the defence) and the (usually more critical) points you would want to discuss with the rest of the committee during the post-defence grading session. Turn-in by email to Ericka.email@example.com no later than 13 October 2023.
Course director: Ericka Johnson Ericka.firstname.lastname@example.org
Enrolment: Please email expressions of interest to email@example.com
Feminist ethics of care – geneaologies and uses from mothering to respons-ability (an adaptable reading course) (2,5 hp)
Course period: Flexible, the course is taught on demand 2022–2023, 50% study pace
Course content: Link to Syllabus. Joan Tronto, a feminist philosopher and theorist of democracy, defined an ethic of care as any approach to personal, social, moral, and political life that starts from the reality that all human beings need and receive care and give care to others. The care relationships among humans are part of what mark us as human beings, that we always are interdependent beings. Early on, Joan Tronto and Berenice Fisher defined care widely: "On the most general level, we suggest that caring be viewed as a species activity that includes everything that we do to maintain, continue, and repair our 'world' so that we can live in it as well as possible.” STS and multispecies feminist scholars took this understanding of care to a both local and planetary level, at once. Donna Haraway, keen to not root politics in identity, purity or mothering, introduced the powerful concept of “respons-ability”. This makes care, care work and caring a reciprocal activity of attuning into also to the nonhumans that co-constitute the world, enabling all kinds of responses to the continuous crisis of living in capitalist ruins in the Anthropocene. María Puig de la Bellacasa’s 2017 book Matters of Care, following Haraway’s trajectory of multispecies care, bring together three dimensions of care – as an affective state, a material-doing and practice, and an ethico-political obligation. Architectural theorist Elke Krasny et al’s edited volume on Radicalizing Care brings together curatorial and creative practices, hacking and design in a multidisciplinary compilation that evidence the versatility of feminist care ethics today. In this course, we read Tronto, Bellacasa, Haraway and selected chapters from Krasny, alongside critiques of feminist ethics of care (as a virtue ethic of individualism and self-control) and two individually selected theoretical texts on the topic that suit the research of the course participants.
Teaching and examination: The joint reading is distributed and individual readings selected before the course start. We then meet for joint zoom reading seminars on two occasions. Course participants are expected to prepare for each joint zoom webinar and to present their own individual reading and take-home message from the joint and from the individually selected readings. The two webinar presentations, one for each seminar, form the basis for examination.
Course coordinator: Cecilia Åsberg
Enrolment: To enrol for the course, contact the course coordinator
More information about the course can be found here.
Engaging with Normativity: Normative Embodiment and Normativity in Medical/Technological Knowledge Practices and Policy-Work (6 credits)
Course period: October 26-Dec 21, 2023
Course content: Syllabus How can norms and values be expressed or enacted in/by/through bodies and technologies, and how can this be studied? How can norms come to be embodied and what does that mean for subjectivity and perception? How can norms be transformed and acquire different meanings when becoming part of different practices or networks? What are the implications of different stances on normativity within medical and technological knowledge practices or in policy-work? These are some of the questions that this course addresses.
The course gives an introduction to approaches that are central for researching normativity within a variety of disciplines: STS and feminist STS, feminist and other critical phenomenology, post-phenomenology, medical sociology, and philosophy of medicine. You will engage with questions about normativity in policy-work, for example on ethically pertinent questions. You will also engage with key theoretical positions on for example: how to conceptualize and analyze embodied normativity and normativity in perception; enacted normativity in different scientific, medical and other technological knowledge production practices; and normative dimensions of policy-making. The term ‘normativity’ is understood broadly as including norms and values, including ethical norms and values.
The course consists of lectures, seminars, conversations with authors of articles, and reading and discussions of course literature.
Course participants are expected to read and prepare for the course ca 1.5 weeks before November 6, i.e., from ca October 26. The course is comprised of two intense three-day clusters (6-8 November and 4-6 December). Course participants are also expected to read and prepare for the course between the three-day clusters. The course is given as an on-campus course.
Course coordinators: Kristin Zeiler and Eleanor Byrne
Enrolment: Participation in the course requires that the student has a completed undergraduate degree and is currently accepted in a PhD programme that is relevant for the course. Maximum nr of participants: 10 PhD candidates. To apply to this course, please send an email with your name, the PhD programme that you have been accepted in/are part of, and 2-3 sentences describing your academic background to: firstname.lastname@example.org
Deadline for applications: May 25, 2023.