Jämställdhet som mångtydig samstämmighet - En diskursteoretisk analys av skolaktörers framställningar av den svenska skolans jämställdhetsuppdrag
(2021) SOAM21 20202School of Social Work
- Abstract
- In Sweden, the concept of gender equality is presented as a self-evident and self-explanatory collective goal that is rarely further examined or questioned. Based on the assumption that concepts of gender equality, supposedly self-evident, actually subsume different meanings, the aim of this study was to examine how political players and school authorities articulate the concept of gender equality and the subsequent task of the Swedish school system to achieve said impartiality. With a theoretical and methodological framework adapted from Ernesto Laclau and Chantal Mouffe’s Theory of Discourse, the study analysed educational policy, the curriculum, parliamentary bills and texts from educational authorities. The analysis indicated a... (More)
- In Sweden, the concept of gender equality is presented as a self-evident and self-explanatory collective goal that is rarely further examined or questioned. Based on the assumption that concepts of gender equality, supposedly self-evident, actually subsume different meanings, the aim of this study was to examine how political players and school authorities articulate the concept of gender equality and the subsequent task of the Swedish school system to achieve said impartiality. With a theoretical and methodological framework adapted from Ernesto Laclau and Chantal Mouffe’s Theory of Discourse, the study analysed educational policy, the curriculum, parliamentary bills and texts from educational authorities. The analysis indicated a consensus in the studied material of the understanding of the task of the Swedish school system to achieve gender equality and in formulating the concept that is gender equality. The gender equality concept involved portrayals of restrictive gender norms and male violence against women. These foundational conceptions of gender equality were only sporadically exposed to attempts at reformulation by one sole political party. The analysis also showed that the political players and school authorities were able to articulate many different areas of importance and views of the category of children as well as position the task of the school on different levels without threatening the integrity of the gender equality question. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9056411
- author
- Sandberg, Emma LU
- supervisor
- organization
- course
- SOAM21 20202
- year
- 2021
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Gender equality, Educational policy, Gender Equality Policy, Ernesto Laclau, Chantal Mouffe, Theory of Discourse
- language
- Swedish
- id
- 9056411
- date added to LUP
- 2021-06-18 12:43:35
- date last changed
- 2021-06-18 12:43:35
@misc{9056411,
abstract = {{In Sweden, the concept of gender equality is presented as a self-evident and self-explanatory collective goal that is rarely further examined or questioned. Based on the assumption that concepts of gender equality, supposedly self-evident, actually subsume different meanings, the aim of this study was to examine how political players and school authorities articulate the concept of gender equality and the subsequent task of the Swedish school system to achieve said impartiality. With a theoretical and methodological framework adapted from Ernesto Laclau and Chantal Mouffe’s Theory of Discourse, the study analysed educational policy, the curriculum, parliamentary bills and texts from educational authorities. The analysis indicated a consensus in the studied material of the understanding of the task of the Swedish school system to achieve gender equality and in formulating the concept that is gender equality. The gender equality concept involved portrayals of restrictive gender norms and male violence against women. These foundational conceptions of gender equality were only sporadically exposed to attempts at reformulation by one sole political party. The analysis also showed that the political players and school authorities were able to articulate many different areas of importance and views of the category of children as well as position the task of the school on different levels without threatening the integrity of the gender equality question.}},
author = {{Sandberg, Emma}},
language = {{swe}},
note = {{Student Paper}},
title = {{Jämställdhet som mångtydig samstämmighet - En diskursteoretisk analys av skolaktörers framställningar av den svenska skolans jämställdhetsuppdrag}},
year = {{2021}},
}