Könsmönsters påverkan på litteraturarbetet i skolan : En systematisk litteraturstudie om hur litteraturarbetet i skolan ser ut ur ett genusperspektiv

Sammanfattning: This literature study was conducted with the aim to examine how the literature work in school appears from a gender perspective. It was based on two questions: “according to scientific research, how is the pupil’s reading affected by gender norms?” and “according to scientific research, how can different views of gender be made visible by working with fiction in the classroom?”. Initially, the importance of equality according to the different national policy documents was presented. Next, the progression of children’s literature from a gender perspective was introduced, from the 1940s to the 1970s. Research showed that fiction can influence children’s thoughts about gender, and how both schoolbooks and fiction occasionally strengthen traditional gender norms. The method for collecting data went in line with a model, where the search process was divided into two phases. The key words were chosen and the databases that were used were ERIC, APA Psychinfo and SwePub, along with some manual searches. The result indicates that gender norms play a significant role when choosing and interpreting books. Children’s intertextual knowledge is crucial for how they are interpreting texts. The result also shows that the teacher has an important role when making different views of gender visible, and three ways to do this is by making conscious book choices, by engaging the students in discussions about books, and by roleplaying with the students.    Based on the result of this study, further research will be made with the aim to examine if the teacher’s treatment of the students in booktalks have an impact on their perception of gender.