Bara barn: Förskollärares syn och uppfattning om arbete med jämnställdhet i förskolan
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Sweden has a long way to go in quest of being equal and much research shows that already in thepreschool it’s a great difference between girls and boys. Depending on gender as the children aretreated different and there are also different requirements and expectations of them. In order to givechildren equal opportunities for development and learning, regardless of gender requires a change.The study's purpose is to see how preschool teachers interpret and perceive gender equality inpreschool. The focus is to make visible what equality means to them but also what their idea ofnorm-critical work and how they work with gender equality as a goal in the preschool. In thebackground is lifted there what previous research shows, as well as different approaches to genderequality in preschool. The theoretical starting point is social constructionism. The five preschoolteachers, all women, participating in the study were interviewed on the subject. The results showthat strategies for gender equality are different and depending on preschool teachers' attitudes andtheir own experiences. The conclusions drawn on the basis of the results shows that the task ofworking for equality in preschool are interpretable and is different for different individuals. Thesecond conclusion demonstrates how knowledge and personal commitment is seen as linchpins andconclusion can be stated that in the pre-schools that participated in the study the norm critical workis not yet so well established.
Place, publisher, year, edition, pages
2016. , 29 p.
Humaniora, Teologi, Förskola, genus, jämställdhet, normer, normkritisk pedagogik
IdentifiersURN: urn:nbn:se:ltu:diva-42307Local ID: 05580140-bf5f-4ede-8ca6-72e425e97af8OAI: oai:DiVA.org:ltu-42307DiVA: diva2:1015527
Subject / course
Student thesis, at least 15 credits
Education, master's level
Validerat; 20160321 (global_studentproject_submitter)2016-10-042016-10-04Bibliographically approved