Prof Hillevi Lenz Taguchi

Mobile: +46 73 461 25 33
Phone: + 46 8 1207 6382
Address: Stockholm University, Department of Child and Youth Studies, S-106 91 Stockholm, Sweden


Lenz Taguchi holds undergraduate majors in literature and sociology and earned her PhD in education in 2001 at Stockholm University. Promoted Professor of Education 2011. Appointed professor in Child and Youth Studies and presently co-director of the division of Early Childhood Education, Department of Child and Youth Studies, Stockholm University in 2013. Lenz Taguchi has experience of trans- and interdisciplinary research specifically focusing feminist theories and continental philosophy in her studies of higher education, teacher education and early childhood practices. She is much involved with the theoretical development and transgressive methodologies as part of the Posthumanist, New Materialist and Post Qualitative turns. She has published extensively in international journals and published a book in English at Routledge 2010. Nationally, she is a well-known author and lecturer with several books used in first most teacher education and gender studies. She has been project leader of a project on gender-pedagogy (2006-2010) and as of 2015 she is project-leader of a large scale educational neuroscience project in pre-school. Both with grants from the National Research Council.

List of publications

Peer reviewed articles

Frankenberg, Sofia; Lenz Taguchi, Hillevi; Gerholm, Tove;
Bodén, Linnea; Kallioinen, Petter; Kjällander, Susanne; Palmer, Anna; Tonér,
Signe (2018) Bidirectional collaborations in an intervention RCT study
performed in the Swedish early childhood education context, Journal of
Cognition and developmen

Gerholm, T., Hörberg,
T., Tonér, S., Kallioinen, P., Frankenberg, S., Kjällander, S. Palmer, A,
Tonér, S. & Lenz Taguchi, H.
(2018). A
protocol for a three-arm cluster randomized controlled superiority trial
investigating the effects of two pedagogical methodologies in Swedish preschool
settings on language and communication, executive functions, auditive selective
attention, socioemotional skills and early maths skills. BMC. Psychology,

L. & Lenz Taguchi, H. (2018). Mapping a Collaborative Cartography of the
Encounters between the Neurosciences and Early Childhood Education Practices. Discourse 39(2), 242-257.

Taguchi, H
. (2017) “This is not a
photograph of a fetus”: a feminist reconfiguration of the concept of posthumanism
as the ultrasoundfetusimage, i Qualitative Inquiry. 23(9): pp.

Lenz Taguchi, H. & St. Pierre, Elizabeth A. (2017) Using Concept as Method in Educational and Social Science
Inquiry. Editorial
for special issue on Concept as Method, I Qualitative
. 23(9) 643-648.

Lenz Taguchi, H. (2016) "The Concept as Method": Tracing-and-Mapping the problem of the Neuro(n) in the Field of Education. Cultural Studies & Critical Methodologies. Vol. 6(2) 213-223.

Taguchi, H.,
Palmer, A. &
Gustafsson, L. (2015) Individuating “Sparks” and “Flickers” of “A Life” in Dance
Practices with Preschoolers: The ‘Monstrous Child’ of Colebrook’s Queer
Vitalism, Discourse. Studies in the
Cultural Politics of Education
. .

Lenz Taguchi, H. and Palmer, A. (2014) Reading a Deleuzio-Guattarian cartography of young girls’ “schoolrelated” ill-/wellbeing. Qualitative Inquiry. Vol. 20(6) 764–771.

Lenz Taguchi, H. and Palmer, A. (2013) A diffractive methodology to ‘disclose’ possible realities of girls’ material-discursive health/’wellbeing’ in school-settings. Invited article to Gender and Education. 25:6, 671-687.

Lenz Taguchi, H. (2013) Images of Thinking in Feminist Materialisms: Ontological divergences and the production of researcher subjectivities. International Journal of Qualitative Studies in Education. 26(6): 706-716.

Lenz Taguchi, H. (2013) ‘Becoming molecular girl’: transforming subjectivities in collaborative doctoral research studies as micro-politics in the academy. International Journal of Qualitative Studies in Education. 26:9, 1101-1116.

Lenz Taguchi, H. (2012) A diffractive and Deleuzian approach to analysing interview data. Feminist Theory. Vol 13(3) 265-281.

Lenz Taguchi, H. (2011) Investigating learning, participation and becoming in early childhood practices with a relational materialist approach. Global Studies of Childhood. Vol 1 nb 1. pp. 36-50.

Lenz Taguchi, H. (2010) Doing collaborative deconstruction as an ‘exorbitant’ strategy in qualitative research. Reconceptualising Educational Research Methodology. Vol. 1 nb.1 pp.41-52.

Hultman, K. & Lenz Taguchi, H. (2010) Challenging anthropocentric analysis of visual data: a relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education. Vol.23 nb.5 pp. 525-542.

Lenz Taguchi, H. (2009) Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities. Critical Studies in Education. Vol. 50, nb. 2, pp. 144-158.

Lenz Taguchi, H. (2009) Vad kan ’återkomsten av det materiella’ göra för feministisk pedagogik? [What are the consequences of ’the return of the material’ do for feminist pedagogy?] Chronicle in Tidskrift för Genusvetenskap TGV [Journal for gender-science] No. 1, 2009.

Lenz Taguchi, H. (2008). An ‘Ethics of Resistance’ Challenges Taken-for-granted Ideas in Early Childhood Education. International Journal of Educational Research, Vol. 47 nb 5, pp.270-282.

Lenz Taguchi, H. (2007) Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education. Educational Philosophy and Theory, Vol. 39, No.3, 2007, pp. 275-290.

Lenz Taguchi, H. (2005) Getting personal: how early childhood teacher education troubles students’ and teacher educators identities regarding subjectivity and feminism. Contemporary Issues in Early Childhood Education. Vol.6 nb.3, 2005. p. 244-255.

Davies, B., Dormer, S., Laws, C., Lenz Taguchi, H., Rocco, S., Mc Cann, H. (2001) Becoming Schoolgirls; the ambivalent project of subjectification. Gender and Education, Vol. 13, No.2 pp.167-182.

Lenz Taguchi, H. (2000) ‘Doing Reggio’? No, ‘Doing Difference’ in Co-operative Learning. FORUM. Vol.42, nb.3., Autumn 2000. A Triangle Journal for promoting 3-19 comprehensive education. pp.100-103.

Lenz Taguchi, H. (1996) The Field of Early Childhood Pedagogy in Sweden: A Female

Project of Professionalization and Emancipation?, I Nordiske Udkast. Journal for Critical Social Science. Årg.24, no. 1 (pp.41-55).


Lenz Taguchi, H. & Palmer, A. (forthcoming) SEMLA i förskolan med pedagogisk dokumentation som stöd. Malmö: Gleerups.

Lenz Taguchi, H. (2004/2013) In på bara benet. Introduktion till feministisk poststrukturalism [Down to bare bown. Introduction to feminist poststructuralism], 2nd edition. Malmö: Gleerups. (Reviderad 2013. Överstatt till norska på Universitetsförlaget 2015)

Lenz Taguchi, H. (1997/2013) Varför pedagogisk dokumentation?[Why pedagogical documentation?], 2nd edition. Malmö: Gleerups. (Reviderad och delvis omskriven 2013. Translated to Norwegian and Danish.)

Dahlberg, G. & Lenz Taguchi, H. (1994/2013) Förskola och skola och om visionen om en mötesplats, [Preschool and school and the vision of a meeting-place], 2nd edition. Stockholm: Liber. (Translated into English.)

Lenz Taguchi, H (2012) Pedagogisk dokumentation som aktiv agent: introduktion av intra-aktiv pedagogik. Malmö: Gleerups. (Translated into Norwegian.)

Lenz Taguchi, H, Bodén, L. & Ohrlander, K. (2011) En rosa pedagogik. Jämställdhetspedagogiska utmaningar. Stockholm: Liber.

Lenz Taguchi, H. (2010) Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an intra-active pedagogy. London and New York: Routledge. (Translated into Norwegian 2010 and Swedish 2012.)

Åberg, A. and Lenz Taguchi, H. (2005) Lyssnandets pedagogik. Demokrati och etik i förskolans arbete [Pedagogy of Listening. Democracy and ethics in early childhood education], Stockholm: Liber. (Translated into Norwegian and Danish.)

Lenz Taguchi, H. (2000) Emancipation och motstånd. Dokumentation och kooperativa läroprocesser i förskolan [Emancipation and Resistance. Documentation practices and co-operative learning-processes in early childhood eduation.] Stockholm. HLS Förlag. Published PhD dissertation.


Bodén, L., Lenz Taguchi, H., Moberg, E. & Taylor,
C. (forthcoming) Relational Materialism.
Research Encyclopedia of Education. Oxford University Press.

Palmer, A., Kjällander, S., Lenz Taguchi, H. & Frankenberg, S. (2018) En
relationell etik i arbetet med digitala verktyg: exempel från två
arbetssätt i forskningsprojektet Hjärnvägar i förskolan. In. eds. Kjällander S.
& Riddersporre, B. (forthcoming) Digitalisering
i en förskola på vetenskaplig grund.
Stockholm: Natur & Kultur.

Frankenberg, S., Engdahl, I., Eidevald
C., Lenz Taguchi, H., Palmer, A.
(2017) Omsorgsfull och lekfull utbildning och undervisning i förskolan. Stödmaterial
till förskolans läroplan. Skolverket.

Lenz Taguchi, H. & Palmer, A. (2017).
Dokumentation för lärande. SEMLA: Socioemotionellt och materiellt lärande i
förskolan. I: A. Lindgren, N. Pramling & R. Säljö (red.), Förskolan och barns utveckling. Malmö: Gleerups. (s. 245–259).

Lenz Taguchi, H. (2017) The Fabrication of a New Materialisms Researcher Subjectivity, in (eds.) Cecilia Asberg & Rosi Braidotti A Feminist Companion to the Posthumanities. Springer Books.

Lenz Taguchi, H. (2017) Ultraljudsfosterbilden: en feministisk omkonfigurering av begreppet posthumanism i pedagogisk forskning. I red. Bosse Bergstedt, Posthumanistisk pedagogik, Gleerups.

Lenz Taguchi, H. & Palmer, A. (2017) Dokumentation för lärande. Socioemotionellt och materiellt lärande i förskolan, i red. Pramling N, Lindgren A-L & Säljö R. Förskolan och barns utveckling: Malmö: Gleerups.

Lenz Taguchi, H. (2016) Feministiska teorier och pedagogiska strategier. Nyckelbegrepp i Genusvetenskapen, Nationella Genussekretariatets skriftserie.

Lenz Taguchi, H. (2016) Deleuzio-Guattarian Rhizomatics: Mapping the Desiring Forces and Connections between Educational practices and the Neurosciences, in (eds.) Carol. A. Taylor and Christina Hughes Posthuman Research Practices in Education, Palgrave MacMillan.

Lenz Taguchi, H. (2015) Betydelsen av materialitet i barns lärande och subjektsskapande: Neomaterialism – en ny transdisciplinär forskningsfåra [The Importance of Mateteriality in Children’s Learning and Constructions of Subjectivity: Neo-materialism – a new transdisciplinary research strand], i (eds.) Ingrid Engdahl och Eva Ärlemalm-Hagsér, Att bli förskollärare. Mångfacetterad komplexitet. Stockholm: Liber.

Lenz Taguchi, H. & Palmer, A. (2014) En hållbar och livskraftig skola? En diffraktiv analys av produktionen av flickors (o)hälsa i skolans materiellt-diskursiva miljöer. I Metodefest og øyeblikksrealisme. Minnesskrift för Jeanette Rhedding-Jones. Oslo: Fagbokforlaget.

Lenz Taguchi, H. (2014) Making room for the material. In SAGE handbook for play and learning. London & NY: SAGE, s. 70-90.
Lenz Taguchi, H. (2011) Challenging the Reggio Emilia Approach with Relational Materialist Thinking and an Ethics of Potentialities, in ed. Richard House Too Much Too Soon? Perspectives on Early Learning and the Erosion of Childhood, Stroud: Hawthorne Press.

Lenz Taguchi, H. (2011) Jämställdhetspedagogiska trender och en introduktion till en rosa pedagogik. I. eds. Lenz Taguchi, Bodén and Ohrlander En rosa pedagogik. Jämställdhetspedagogiska Utmaningar. Stockholm Liber.

Eidevald, C. and Lenz Taguchi, H. (2011) Genuspedagogik och förskolan som jämställdhetspolitisk arena. I. eds. Lenz Taguchi, Bodén and Ohrlander En rosa pedagogik. Jämställdhetspedagogiska Utmaningar. Stockholm Liber.

Lenz Taguchi, H. (2010) Rethinking pedagogical practices in early childhood education: a multidimensional approach to learning and inclusion. Ed. Nicola Yelland, Victoria University, Melbourne, AU. Contemporary/New Critical Issues in Early Childhood Education, Open University Press.

Davies, B., Halvars-Franzén, B., Lenz Taguchi, H., Moinian, F., Ohrlander, H. and Palmer, A., (2010) “Becoming selves with/in landscapes and across borders”. In Eds. Alicia de Alba & Michael A Peters Subjects in Process. Rowman & Littlefield, Paradigm, Sense.

Lenz Taguchi, H. (2010) En intra-aktiv pedagogik utmanar tänkandet. I (red.) M-A Colliander, L. Stråhle och C. Wehner-Godée, Om Världen och Omvärlden. Pedagogik i praktik och teori med inspiration från Reggio Emilia. Stockholms Universitets förlag.

Lenz Taguchi, H. (2008) Ett intra-aktivt pedagogiskt arbete för inkludering och rättvisa [An intra-active pedagogy for inclusion and justice in Education]. Ed. Reidar J. Pettersen (2008) Barnehagen som läringsarena [The preschool as an arena for learning], SEBU FORLAG/PEDAGOGISK FORUM/, Norway, pp. 45-69.

Lenz Taguchi, H. (2006) Reconceptualizing Early Childhood Education. Challenging Taken-for-Granted Ideas. In (eds.) J. Einarsdóttir and J.T. Wagner, Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Information Age Publishing.

Åberg, A. and Lenz Taguchi, H. (2005) Lyssnandets pedagogik. Demokrati och etik i förskolans arbete [Pedagogy of Listening. Democracy and ethics in early childhood education], Liber Förlag. (Sole author of three chapters.) (Latest reprint 2010. Translated into Norwegian and Danish.)

Jansson, M. & Lenz Taguchi, H. (2004) Introduction chapter to the Swedish edition of ”Reclaiming a Conversation” [Samtalet som kom bort. Idéer om kvinnors bildning], by Jane Roland Martin: HLS Förlag. (Co-authored introduction to book)

Other scientific articles – published as scientific reports

Lenz Taguchi, H. (2006) Rädsla och Motstånd, Lust och Frigörelse: Att omkonstruera sina förståelser om det lärande och könade subjektet i pedagogiskt arbete. [Fear, Resistance and Emancipation: To re-construct your understandings of the learning and gendered subject in pedagogical work] Published articles by key-note speakers at Nordic Teacher-Education Conference. Maj 10-14th 2006. Institute of Education, the Faeroe Islands.

Lenz Taguchi, H. (2005) Deconstructing and transgressing “applying theory to practice” in early childhood teacher education. In (Eds.) Karlsen, Geir, Dons, Calle F., Guldahl, Tale M., Lorentzen, Svein & Krogstad Atle. Konference-report: FoU i Praksis 2005, No 25, Desember 2005 PPU serien, NTNU, Program för laererutdanning: Trondheim University.

Lenz Taguchi, H. (2005) Developing an Integrated Workforce: the New Teacher Education in Sweden. Working for the future: re-imagining the children’s workforce. Published conference report by Children in Scotland, Edinburgh, U.K.

Lenz Taguchi, H. (2005) Pedagogiskt dokumentation och estetiska läroprocesser [Pedagogical documentation and aesthetic learning-processes]. In (Eds.) Ulla Lind & Kersti Hasselberg Bakom ytan. 4 dagar om konstnärlig forskning och estetiska läroprocesser [Behind the Surface. 4 Days about Art-education and Aesthic learning-processes]. Rapport #5 2005, Institutionen för bildpedagogik, Konstfack.[Report # 5 2005 from University College of Arts, Crafts and Design in Stockholm].

Lenz Taguchi, H. and Munkhammar, I. (2003) Consolidating Governmental Early Childhood Education and Care Services Under the Ministry of Education and Science: A Swedish Case Study. Early Childhood and Family Policy Series, no. 6 – 2003. UNECO’s webb-site:

Lenz Taguchi, H. (2002) Resisting Womanhood a s a Swedish Pre-school Teacher. Accepted with minor changes for Gender and Education. This article was never resubmitted due to my change of career and taking leave of absence for a year to work as an editor at Liber AB.

Other scientific work – presented conference-papers not already listed above as published or under review

Lenz Taguchi, H. (2014) The Fabrication of a New Empiricisms Researcher Subjectivity or Researching ‘Body without Organs’. Accepted paper to Tenth international Congress of Qualitative Inquiry May 21-24, 2014. Urbana-Champaign, Illinois, USA.

Lenz Taguchi, H. (2014) The Neuron: Mapping a Cartography of the Forces and Connections between Early Childhood Practices and the Neurosciences, Accepted paper to Tenth international Congress of Qualitative Inquiry May 21-24, 2014. Urbana-Champaign, Illinois, USA.

Lenz Taguchi, H. (2011) “Gender-pedagogy Work in Early Childhood Education: A Case of Sweden.” Paper presented at the NERA/NFPF pre-conference as main-speaker at the Gender and Education special interest group on the theme: ”Nordic Challenges, Future Possibilities – Gender Awareness in Schools and Teacher Education”. Organizer: Jukka Lethonen. (This paper will shortly be sent for review to the journal Gender and Education.)

Lenz Taguchi, H. (2008) “Pre-schooling as an arena for doing gender equality.

The case of Sweden.” Paper presented at symposium on Gender and Education at AERA, New York, 2008.

Lenz Taguchi, H. (2006) The (im)posssibility of a more ‘just’ early childhood teacher education based on a deconstructive “groundless solidarity. Paper presented at symposium Reconceptualizing Early Childhood Education – Research, Theory, Policy, And Practice, in Rotorua, New Zealand, 2006-11-20 – 2006- 12- 04.

Lenz Taguchi, H. (2006) Deconstructing and reconceptualizing academic writing-practices towards a displaced subjectivity as student in teacher education. Paper presented at NFPF/NERA Congress in Örebro 9-11 March, 2006.

Lenz Taguchi, H. (2004) Reconceptualizing Early Childhood Education. A Practice of an Ethics of Deconstructional ‘Resistance’. Paper presented at Annual CEIEC (Centre for Equity and Innovation in Early Childhood) 11th -14th of nov. 2004 Melbourne, Australien.

Lenz Taguchi, H. (2004) Troubling students and teacher-educators identities in (ECE)teacher education doing feminist poststructural practices. 12th Reconceptualizing Early Childhood Education Research, theory and practice, Oslo University College, May 24-28, 2004.

Lenz Taguchi, H. (2003) Visual Culture and Aestethic Learning Strategies in Education. Paper presented at NFPF/NERA Congress in Copenhagen, March 6-9, 2003.

Lenz Taguchi, H. (2003) Possibilities and difficulties in reconceptualizing preschool teachertraining in postmodern education. Paper presented at NFPF/NERA Congress in Copenhagen, March 6-9, 2003.

Lenz Taguchi, H. (2002) In på bara benet. Feministiskt poststrukturella betraktelser[Down to bare bone. Feminist poststructualist reflections] Paper presented at Arkiv XX Conferens organised by Centre for Woman’s Studies at Stockholm University September 28, 2002.

Lenz Taguchi, H. (2001) Co-operative learning-processes in a feminist post-structuralist study in pre-school. Paper presented at NERA/NFPF Congress in Stockholm, 15-18 March, 2001.

Lenz Taguchi, H. (2000) Power, resistance and emancipation in the practices of pedagogical documentation. Paper presented at AERA, New Orleans, Lousiana, USA, 24-28 April 2000.

Lenz Taguchi, H. (1999) Power and Freedom in the usage of pedagogical documentation in Swedish pre-school practice – poststructural readings. Paper presented at Gender and Education. Second International Conference, University of Warwick, UK., 29-31 March, 1999.

Lenz Taguchi, H. (1998). Pedagogical documentation as a practice of ’Resistance’. Key-note presentation. Paper presented at the Conference of Democracy and Participation. Det Danske Reggio Emilia Netvaerk, in Aalborg, Sep. 16-17, 1998.

Popular science production

Lenz Taguchi, H. (2003) Det finns inga naturliga kön [There is no ’natural’ gender] I Pedagogiska Magasinet. Lärarförbundet. [Journal for the Teacher Union] Nr. 4/2003, 10-16.

Lenz Taguchi, H. (2001) Pedagogik och forskning som ett ’motståndets etik’ – om kooperativa läroprocesser i förskolan [Pedagogy and research as an ’ethics of resistance’ – co-operative learning-processes in preschool] I Forskardagarna. [Popular-science report of annual dissertations at the Stockholm University].

Lenz Taguchi, H. (2001) Förskollärare kan tänka kritiskt [Preschool teachers can think critically] I Förskoletidningen [Journal for Pre-school teacher Union] no. 4, 2001.

Lenz Taguchi, H. (2000) Makt, motstånd och frigörelse. Förskolläraren i ett genusperspektiv [Power, resistance and emancipation. The preschool-teacher in a gender-perspective] Genus, jämställdhet värdegrund. Rapport från Lika för Lika-konferens 11 mars, 2000. Lärar-förbundet. [Gender and gender-equality. The Teacher’s Union] (Printed and on webb.)

Lenz Taguchi, H. (2000) ”Om att inte vara en död fisk i strömmen” – den kvinnliga förskollärarens subjektivitet i ett arbete med kollektiva biografier. [”To be a dead fish in the stream” – the female preschool teacher’s subjectivity in working with collective biographies] I LHS TEMA forskning [Institute of Education – Research Theme Publications] Autumn, 2000.

Lenz Taguchi, H. (1999) Hur olikheten kan bli den lärande kommunikationens möjlighetsvillkor [How difference can become the precondition for a learning communication]. I Pedagogiska Magasinet. Lärarförbundet. [Journal for the Teacher Union] Nr.2 1999.

Lenz Taguchi, H. (1999) Barnsynen i Reggio Emilia: en praktik av motstånd mot det för givet tagna [The view of the child in Reggio Emilia: A practice of resistance against the taken-for-granted]. I Förskoletidningen [Journal for Pre-school teacher Union] nr.5-6, 1999.

Lenz Taguchi, H. (1998) Att lära genom att göra [To learn from doing]. I Modern Barndom. [Journal of Modern Childhood, Reggio Emilia Institute] No.5, s.28-31.

Lenz Taguchi, H. (1998) Observasjon og dokumentasion. [Observation and documentation] Barnehagefolk. Utgitt av Pedagogisk Forum i Norge. [Journal for Teacher Union in Norway] No.1. 1998. s.39-42.

Lenz Taguchi, H. (1996) Visionen om ett möte mellan förskola och skola [The vision of a meeting-place between preschool and school]. Pedagogiska Magasinet, Lärarförbundet. [Journal for the Teacher Union] no.1. feb. 1996.

Lenz Taguchi, H. (1996) Vi skapar rummen och rummet skapar oss [We creates the room and the room creates us]. Modern Barndom [Journal of Modern Childhood, Reggio Emilia Institute] no. 3, 1996.

Lenz Taguchi, H. (1995) Observation och dokumentation [Observation and documentation] Modern Barndom [Journal of Modern Childhood, Reggio Emilia Institute] no 2, 1995.


Enhancing preschool children´s attention, language and communication skills: An interdisciplinary study of socio-emotional learning and computerized attention training
01/01/2015 - 31/12/2018
Är uppmärksamhet något som bäst tränas med hjälp av ett datorprogram, eller utvecklas uppmärksamhet bäst i socialt samspel kring ett gemensamt lärandeobjekt? Kanske har de två metoderna olika fördelar? Syftet med denna inte...

Preschooling as an arena for developing gender-equality 1970-2008
01/01/2007 - 31/12/2009
Syftet är att via såväl nutidshistoriska som praxis-orienterade studier få kunskap om förskolan som jämställdhetspolitisk arena; genom att studera de diskursiva och konkreta pedagogiska villkoren för jämställdhetssträvande...

An interdisciplinary study of socio-emotional learning and computerized attention training


Last updated on 2018-26-10 at 10:16