När queer barn stör ordningen: En studie av pedagogers förhållningssätt till HBTQI-frågor i förskolor i Malmö

Sammanfattning: Departing from the high level of health issues that exists among LGBTIQ youth in Sweden, this study examines how pedagogues in preschools in Malmö implement LGBTIQ issues based on queer theory, intersectionality and critical race studies. The research takes a qualitative approach and uses material from interviews and participatory observations conducted at two preschools in Malmö. The material is analyzed through the questions: How are LGBTIQ included in preschools and how is the work perceived by the pedagogues? How does preconceived notions about “other cultures” effect the norm critical work? How does resources effect the implementation of the norm critical work? The study shows that even though LGBTIQ is mentioned to some extent, it is still done from a heteronormative view, constructing queer children and families as “a problem”, deviant or abnormal. It is also shown that children coming from Muslim families are either seen as incapable of being queer and therefore not given the opportunity, or as children that need to be saved from their “non-progressive” environment. Lack of knowledge and time seems to be the main reason for not working enough with LGBTIQ-issues, but also a tendency to not prioritize LGBTIQ until “the problem” appears. This is connected to Sara Ahmed’s thought of heteronormativity as a straight line that is invisible until something derives from it.