Hur görs normkritik?: En studie av praktikers förslag till normkritisk förändring
Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
This research report follows a group of educators, project managers and scientists involved in a norm-critical project: Norm Creative Certification. The aim of this study is to examine the proposal for, and obstacles to, a norm-critical change that the group discusses in relation to the project and its educational context. The research report also examines whom are expected to make the norm-critical change. For gathering the empirical material the method participant observation is used. Further, the material has been analyzed inspired by Carol Bacchis policy analysis method What is the problem represented to be? Carol Bacchis method has worked indicative, since the material is more organic than a policy. The research report has been analyzed in the context of theories of intersectionality and Kevin Kumashiros theory about antioppressive pedagogy. The obstacles that the reference group refers to a norm-critical change is partly a threatening outside world and an internal feminist critic, the lack of action, a fake (internal) self-image and a fear of the discomfort and resistance that norm-critical change raises. The components that the group suggests for a positive development, is linked to the experience-based learning, an interested attitude of the practitioner, the relation to time and an understanding of conflict, power and domination. What also emerges is that the norm-critical change occurs in the individual, which is assumed not to have any experience of being outside the norm. A duality emerges overall as the group relates to two parallel ideas and pedagogical approaches. Partly the group relates to a "market" where assignments will be carried out and where it is stressed that action without understanding is a way to a norm-critical change. At the same time signed an opposite condition for a norm-critical change, where time, your own experience, understanding and self-reflexivity stands in the center. Here the focus is on longer processes, the individual and the learning processes.
Place, publisher, year, edition, pages
2015. , 52 p.
norms, norm-critic, norm-critical pedagogy, change processes, organization
normer, normkritik, normkritisk pedagogik, förändringsprocesser, organisation.
IdentifiersURN: urn:nbn:se:sh:diva-28149OAI: oai:DiVA.org:sh-28149DiVA: diva2:849892
Subject / course
Dahl, Ulrika, Docent