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Normalising Non-Normativity?

Svärdmyr, Anna-Lovisa LU (2021) GNVK22 20211
Department of Gender Studies
Abstract (Swedish)
In this study five upper-secondary school teachers have been interviewed on their methods for teaching on and integrating aspects of sex education in their respective subjects. The aim has been to examine how participants relate to norm-critical aspects that are part of the general syllabus and guidelines on teaching sex education as well as how their methods relate to non-normative and anti-oppressive pedagogical theories. To analyse the data I have used feminist critical discourse analysis alongside the framework of the aforementioned pedagogical theories. The results of the analysis show that gender and sexuality is a highly prevalent topic for the participants when using norm-critical perspectives, yet bears different connotations for... (More)
In this study five upper-secondary school teachers have been interviewed on their methods for teaching on and integrating aspects of sex education in their respective subjects. The aim has been to examine how participants relate to norm-critical aspects that are part of the general syllabus and guidelines on teaching sex education as well as how their methods relate to non-normative and anti-oppressive pedagogical theories. To analyse the data I have used feminist critical discourse analysis alongside the framework of the aforementioned pedagogical theories. The results of the analysis show that gender and sexuality is a highly prevalent topic for the participants when using norm-critical perspectives, yet bears different connotations for different teachers. Varying approaches to non-normative and anti-oppressive pedagogy are used by the participants. The findings in this study indicate a shift towards an increasing normalisation of non-normative discourses in upper-secondary schools sex education. (Less)
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author
Svärdmyr, Anna-Lovisa LU
supervisor
organization
course
GNVK22 20211
year
type
M2 - Bachelor Degree
subject
keywords
Sex Education, Critical Pedagogy, Non-Normativity, Discourse, Sexualundervisning, Kritisk Pedagogik: Icke-Normativitet, Diskurs
language
English
id
9066565
date added to LUP
2021-10-07 09:00:09
date last changed
2021-10-07 09:00:09
@misc{9066565,
  abstract     = {{In this study five upper-secondary school teachers have been interviewed on their methods for teaching on and integrating aspects of sex education in their respective subjects. The aim has been to examine how participants relate to norm-critical aspects that are part of the general syllabus and guidelines on teaching sex education as well as how their methods relate to non-normative and anti-oppressive pedagogical theories. To analyse the data I have used feminist critical discourse analysis alongside the framework of the aforementioned pedagogical theories. The results of the analysis show that gender and sexuality is a highly prevalent topic for the participants when using norm-critical perspectives, yet bears different connotations for different teachers. Varying approaches to non-normative and anti-oppressive pedagogy are used by the participants. The findings in this study indicate a shift towards an increasing normalisation of non-normative discourses in upper-secondary schools sex education.}},
  author       = {{Svärdmyr, Anna-Lovisa}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Normalising Non-Normativity?}},
  year         = {{2021}},
}