De bortglömda kvinnorna : En studie i hur lärare och gymnasielever uppfattar kvinnor i skolämnet historia

Sammanfattning: The object of this thesis is to examine how history teachers addresses women in their educating. This thesis will also examine if teachers accommodates their educating and does active didactical choices to include historical women. To get an aspect of the student’s appreciation of how women is addressed in their educating have 31 students participated in a web-survey.   This thesis proceeds from the man being the main sex in history-litterateur and he is hierarchy higher than the woman. The men’s historically higher status has contributed to women having it more difficult to reach authority-positions and therefor there is not as many women to include in history educating. The educating is also characterized by men’s history since men is considered hierarchy higher than women.   To get an answer to the thesis four teachers have answered qualitative web-survey with four questions whereof one multi-question and tree more qualitative and open questions. The students to two of these teachers, in all 31 students, got to answer six quantitate questions. From the given answers is it possible to multiply implications. The students think that the history teaching is more gender-equal compared to the teacher’s opinion. Three of four teachers think their teaching is mostly focused on men. The teachers have different opinions regarding if the teaching should be gender-equal or not. The students also got to answer questions on how many men respective women their teacher have included in their teaching during the last three lessons. The result was 23 of 29 students could name one or more historical men but only 8 of 29 could name one or more historical women. This result shows the teachers opinions regarding their teaching mostly being focused on men is accurate.   When to teachers attuning their teaching to accentuate women is there two separate lines. One of the teachers means she has a gender-equal teaching without needing to put extra focus on gender-equality.  Another teacher thinks the grade of the gender-equality is partly decided by which part of the history you teach. Three of four teachers think they see historical women as something additional not belonging mainstream history as men do, but they still think the women in history are meaningful.