Genusperspektiv på fritidshemmet : -En kvalitativ studie om pedagogernas syn på arbete med genus på fritidshemmet

Sammanfattning: This essay explores the way pedagogues in school age educare centre reason when it comes toworking with counteracting traditional gender roles in their work. Studies show that there are shortcomings in the work of gender equality in schools and pre-schools and that there are stereotypical gender roles among students. Studies also show that pedagogues have difficulty using the knowledge they possess on the subject in practice. To investigate how the schoolage educare pedagogues respond to this, I have started from the questions ”What are the pedagogues views on working with gender equality and counter acting traditional gender roles?”, ”What working methods do the leisure time pedagogues assume work to counteract traditional gender roles?” and ”What difficulties do the pedagogues experience in working with just that and what conditions are needed?”. To get the answers to these research questions, I have used a qualitative method where I conducted interviews with pedagogues from two different school age educare centres. The results show that the pedagogues have managed to find a number of ways of working to get the students to participate in activities outside those that are stereotypical for their gender. The pedagogues consider themselves tohave a gender-mindset in their work, but it’s still based on a male norm. This theory of themale norm is based on Yvonne Hirdman´s (2003) theory of gender order in society. Furthermore, the study also shows that the pedagogues do not consider themselves to have theright conditions to continue developing the work but need more time for discussion, amongother things.