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Regnbågen har många färger, så låt oss se dem alla!: Om förskolepedagogers attityder, normer och värderingar kring regnbågsfamiljer
Södertörn University, School of Culture and Education, Teacher Education.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to find out which attitudes, norms and values exists about lesbian, gay, bisexual, and transgender (LGBT) families in preschools. Based on five qualitative interviews with teachers that work at a LGBT-certified preschool and one that is active in their work with norm critical pedagogy. To be able to fulfil my purpose of this study I concentrated on why these teachers believed that it was of importance to counter society’s heteronormativity, to prevent discrimination and mistreatments towards children and their LGBT parents in preschool. I wanted to find out what the teachers thoughts were on the concept of what a family is and how the diversity of families is shown in the preschools material and pedagogy.

When I analysed the results of my qualitative interviews I used queer theories that include heteronormativity and norm critical pedagogy. The interviews of the teachers showed that they thought it was of great importance to work with a norm critical pedagogy because they did not believe that society’s heteronormativity could or should rule in preschools. The assumption that the majority, to not say all of the children, come from nuclear families does not agree with the reality of many children in our society. To assume such thing can lead to discrimination and obscureness. The results of my study show that by reviewing your own norms and perceptions of normality, will allow you to work with a norm critical approach. It also gives you an awareness that will help you as an educator to make sure that more children and families feel that they are acknowledged and respected. The active choice of methods and materials in the preschool helps the teachers to ensure that the children can be seen and reflected on a daily basis. By questioning heteronormativity in preschool, teachers offer children more opportunities and presents different realities. It also helps them to develop measures to analyse the norms and not just assume that there is only one right way to live.

Place, publisher, year, edition, pages
2013. , 44 p.
Keyword [en]
Family, norm critical pedagogy, heteronormative, preschool teachers’ perspective
Keyword [sv]
Familj, normkritisk pedagogik, heteronormativitet, förskolepedagogers perspektiv
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-21052OAI: diva2:684332
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2014-01-09 Created: 2014-01-08 Last updated: 2014-01-09Bibliographically approved

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