Den genuspedagogiska utmaningen: en kvalitativ studie om genuspedagogik i förskolemiljö
(2015) GNVK01 20142Department 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)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4940349
- author
- Rohdin, Sofia LU
- supervisor
- organization
- course
- GNVK01 20142
- year
- 2015
- 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}},
language = {{swe}},
note = {{Student Paper}},
title = {{Den genuspedagogiska utmaningen: en kvalitativ studie om genuspedagogik i förskolemiljö}},
year = {{2015}},
}