Independent thesis Advanced level (professional degree), 10 credits / 15 HE credits
It could be argued that theories about gender are something that should be a part of every upper secondary school teachers agenda (knowledge base), because the Swedish curriculum specifically says that schools must encourage and work for equal rights between men and women.The students are supposed tobe encouraged to develop their interest, without judgment, about what femininity and masculinity is.
This essay is aiming to find out how gender is used in the teacher program at Södertörns Högskola. The main focus of the essay is to see the possible differences between the curriculum of 2010 and 2013. Using quantitative and qualitative content analysis this essay is aiming to examine how gender words are used in the syllabus, study manuals and literature lists for Educational science A (2010) and Educational science I (2013). In what way are gendered terms, like boy, girl heterosexuality and man, part of the text material? Who is represented in the material? And are there any differences between 2010 and 2013?
The results show that there is a difference. In the earlier education more gender words are used than in the later. When gender words are explicit in the texts is it easier to work with, the texts has the power to judge what´s included and excluded in the program. When gender words are in ordered in bigger terms, like Interkulturalitet, is it easier to forget to discuss gender.
2013. , 37 p.