Sökning: "feminist and norm-critical pedagogy"

Visar resultat 1 - 5 av 11 uppsatser innehållade orden feminist and norm-critical pedagogy.

1. 1. Is the norm-critical teacher ‘bodiless’? : A Critical Discourse Analysis of how the teacher body is addressed in Swedish teacher’s manuals on norm-critical pedagogy

   Master-uppsats, Linköpings universitet/Tema Genus

   Författare :Laura Hagström; [2022]
   Nyckelord :norm-critical pedagogy; teacher; body; affects; CDA;

   Sammanfattning : Traditionally, the teacher body is disregarded in the educational field. This is because of traditional Western ideologies within which hierarchical dichotomies such as mind/body, matter/discourse, and theory/practice are maintained. In this study, I investigate discourse in four Swedish teacher’s manuals on norm-critical pedagogy. LÄS MER

3. 2. Sex Education 101 : Constructing Gender, Sexuality, and the Body in the Revised Swedish High School Curriculum. An Intersectional Critique

   Magister-uppsats, Linköpings universitet/Institutionen för tema

   Författare :Effrosyni (Froso) Terzoglou; [2021]
   Nyckelord :gender; sexuality; body image; intersectionality; sex education; feminist and norm-critical pedagogy; pedagogi; sex; Skolverket; utbildning; gymnasiet;

   Sammanfattning : In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. LÄS MER

4. 3. Normalising Non-Normativity?

   Kandidat-uppsats, Lunds universitet/Genusvetenskapliga institutionen

   Författare :Anna-Lovisa Svärdmyr; [2021]
   Nyckelord :Sex Education; Critical Pedagogy; Non-Normativity; Discourse; Sexualundervisning; Kritisk Pedagogik: Icke-Normativitet; Diskurs; Social Sciences;

   Sammanfattning : In this study five upper-secondary school teachers have been interviewed on their methods for teaching on and integrating aspects of sex education in their respective subjects. The aim has been to examine how participants relate to norm-critical aspects that are part of the general syllabus and guidelines on teaching sex education as well as how their methods relate to non-normative and anti-oppressive pedagogical theories. LÄS MER

5. 4. A critical discourse analysis of the construction of knowledge of gender in sociology at upper-secondary school

   Uppsats för yrkesexamina på avancerad nivå, Malmö universitet/Fakulteten för lärande och samhälle (LS)

   Författare :Rachel Jarmo; [2021]
   Nyckelord :pedagogy; learning; gender; Basil Bernstein; sociology; upper-secondary school.; pedagogik; didaktik; ämnesdidaktik; sociologi; genus; Basil Bernstein; gymnasiet.;

   Sammanfattning : This thesis presents a critical discourse analysis of how the sociology of gender is constructed in the sociology syllabus and two textbooks aimed for use at upper secondary school level. I use Bernstein’s theory of framing and classification to understand how power over knowledge is distributed through this construction. LÄS MER

7. 5. Annebergsskolan - en undersökning av normkritiska pedagogiska rum

   Master-uppsats, Lunds universitet/Institutionen för arkitektur och byggd miljö

   Författare :Emma Vehmaa Arnberg; [2020]
   Nyckelord :norm-critical pedagogy; feminist pedagogy; normkritisk arkitektur; pedagogik; pedagogy; public pedagogy; feministisk arkitektur; Actor Network Theory; ANT; aktant och nätverk; Herman Hertzberger; klustrande arkitektur; clustering architecture; normkritisk pedagogik; feministisk pedagogik; allmän pedagogik; Jesper Magnusson; Arts and Architecture;

   Sammanfattning : The thesis investigates how a norm-critical perspective on learning can impact the architectural design, and the aim is not to challenge the school as a form but to mediate a more supportive learning environment. The norm-critical, feminist and public pedagogy highlights the necessity of change towards collective learning with the individual in mind that includes introvert and extrovert personalities as well as active and passive activities, challenging existing norms and acknowledge that pedagogic environments surround us and affect our everyday life and development as individuals in society. LÄS MER