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Den genuspedagogiska utmaningen: en kvalitativ studie om genuspedagogik i förskolemiljö

Rohdin, Sofia LU (2015) GNVK01 20142
Department of Gender Studies
Abstract
This study examines how the term genus pedagogy is adopted in practice. As material for analysis the researcher has taken part in observations in one pre-school. Further, several interviews have been recorded in which educationalists of the field have discussed how their actual daily work is structured and which difficulties and challenges they meet. Moreover, this research has shown that gender pedagogy can be seen as a democratic, and multi-faceted way of teaching, rather than a restriction for the development of the child. The theoretical framework of the study is feminist poststructuralism. Michel Foucault’s theoretical approach towards execution of power, alongside with Kimberlé Crenshaws theory about intersectionality, have also... (More)
This study examines how the term genus pedagogy is adopted in practice. As material for analysis the researcher has taken part in observations in one pre-school. Further, several interviews have been recorded in which educationalists of the field have discussed how their actual daily work is structured and which difficulties and challenges they meet. Moreover, this research has shown that gender pedagogy can be seen as a democratic, and multi-faceted way of teaching, rather than a restriction for the development of the child. The theoretical framework of the study is feminist poststructuralism. Michel Foucault’s theoretical approach towards execution of power, alongside with Kimberlé Crenshaws theory about intersectionality, have also provided some of the framework to this research study. As a result, it has been proved that striving towards an including and open pre-school can be seen as advantageous not only for children, but also adults. However, a proposal for the improvement towards a further developed intersectional thinking, instead of a critical approach towards norms only, has been addressed. (Less)
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author
Rohdin, Sofia LU
supervisor
organization
course
GNVK01 20142
year
type
M2 - Bachelor Degree
subject
keywords
power, preschool, post-structural feminism, gender pedagogy, intersectionality
language
Swedish
id
4940349
date added to LUP
2015-02-25 13:56:25
date last changed
2015-02-25 13:56:25
@misc{4940349,
  abstract     = {This study examines how the term genus pedagogy is adopted in practice. As material for analysis the researcher has taken part in observations in one pre-school. Further, several interviews have been recorded in which educationalists of the field have discussed how their actual daily work is structured and which difficulties and challenges they meet. Moreover, this research has shown that gender pedagogy can be seen as a democratic, and multi-faceted way of teaching, rather than a restriction for the development of the child. The theoretical framework of the study is feminist poststructuralism. Michel Foucault’s theoretical approach towards execution of power, alongside with Kimberlé Crenshaws theory about intersectionality, have also provided some of the framework to this research study. As a result, it has been proved that striving towards an including and open pre-school can be seen as advantageous not only for children, but also adults. However, a proposal for the improvement towards a further developed intersectional thinking, instead of a critical approach towards norms only, has been addressed.},
  author       = {Rohdin, Sofia},
  keyword      = {power,preschool,post-structural feminism,gender pedagogy,intersectionality},
  language     = {swe},
  note         = {Student Paper},
  title        = {Den genuspedagogiska utmaningen: en kvalitativ studie om genuspedagogik i förskolemiljö},
  year         = {2015},
}