In this paper, I engage with arguments put forth by Anna Günther-Hanssen in her article “A swing and a child: How scientific phenomena can come to matter for preschool children’s emergent science identities.” Günther-Hanssen argues that new materialism can help us see how scientific phenomena can create affordances in becoming scientific and can also help us to better understand what “becoming scientific” means. Drawing on my own research with doctoral students in physics, I explore how the theoretical concepts presented in Günther-Hanssen’s paper, can be useful to investigate identity work at the doctoral level. I draw on empirical data from research conducted in Canada, to investigate the material-discursive entanglements that emerge in doctoral work, and the role that recognition plays in relation to these.

在本文中，我与安娜·冈瑟·汉森（AnnaGünther-Hanssen）在她的文章“秋千和孩子：科学现象如何影响学龄前儿童的新兴科学身份”中所提出的论点相吻合。冈瑟·汉森（Günther-Hanssen）认为，新的唯物主义可以帮助我们了解科学现象如何在成为科学的过程中创造能力，也可以帮助我们更好地理解“成为科学”的含义。依靠我与物理学博士生的研究，我探索了Günther-Hanssen论文中提出的理论概念如何对研究博士生身份工作有用。我借鉴加拿大进行的研究得出的经验数据，以研究在博士工作中出现的物质干扰纠缠，以及认可在这些纠缠中所起的作用。