Independent thesis Advanced level (professional degree), 10 credits / 15 HE credits
The aim of the study is to investigate how upper secondary school teachers of Swedish
work with female authors writing in the period 1900–1940. The research questions concern
how upper secondary school teachers work with the female authors, how their
work interacts with steering documents and textbooks, whether the teachers show any
similarities and differences in their work, and how female authors are treated in the
textbooks and steering documents that are used. Semi-structured qualitative interviews
were conducted with three upper secondary school teachers and one textbook per teacher
was analysed together with the steering documents. The study reveals clear similarities
and differences in the teachers’ work. The teachers work chronologically, period
by period, and they deal with female authors in terms of a societal context, but they do
not think that the work with women has any intrinsic value. Textbooks and steering
documents have a central role to play in the teaching and are used together with other
teaching material. The textbooks have an over-representation of male authors and the
female authors are treated on their own, separated from the rest of the text and viewed
in relation to male authors. The textbooks maintain a gender system where the man is
the norm and the sexes are kept apart. The steering documents explicitly deal with
female authors to a small extent and are shown to dictate of fundamental principles for
what is considered valuable to consider in school work.
2016. , 36 p.
Comparative literature, gender, literature teaching, modernism, steering documents, Swedish teaching, textbook analysis, upper secondary school.
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet