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Gender in Pre-school
Södertörn University, School of Culture and Education, Teacher Education.
2014 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to understand how do some pre-school teachers and parents in Pakistan perceive the concepts of gender and gender equality. The study has been completed through interviews based on four key questions, which are: How do two pre-school teachers in Pakistan understand their teaching practice in relation to gender? How do two parents think of treating their children equally regardless gender in pre-school and how do they think girls and boys should be raised?

The method I have used for this research is qualitative method. I have been interviewing two pre-school teachers and two parents in a pre-school environment, located in Karachi Pakistan. In order to analyze the result and to get a deeper understanding of the collective knowledge gathered from the interviews, theories surrounding gender equality and Vygotsky’s sociocultural theory have been used. Earlier research done within this area has been used to put this study into perspective.

The results of this study shows that the teachers perceive gender as a social construction and that gender is a creation of social interaction. In the study's results, shows that parents believe that boys and girls should get equal treatment at pre-school regardless their gender.

Place, publisher, year, edition, pages
2014. , 28 p.
Keyword [en]
Pre-school, gender, gender equality, gender perspective
Keyword [sv]
Förskola, genus, jämställdhet, genusperspektiv
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-25683OAI: diva2:777531
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2015-01-12 Created: 2015-01-04 Last updated: 2015-01-12Bibliographically approved

Open Access in DiVA

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