Normkritisk undervisning i sexualitet, samtycke och relationer : En studie om hinder och framgångsfaktorer i Norden

Detta är en Kandidat-uppsats från Jönköping University/Högskolan för lärande och kommunikation

Sammanfattning: In the year 2022 there will be an update to the Swedish curriculum in the areas concerning the subjects of sex and cohabitation. From now on the title of the subject will be; sexuality, consent, and relationships. It will focus on increasing the knowledge on consent, and questions about LGBTQI will get more attention in interdisciplinary teaching. Teachers feel that they have a alack of education in these fields which agrees with our experience at the school of Education at Jönköping University. The purpose of this literature study is therefore to gain awareness of what research describes as common challenges and success factors in the teaching. The delimitation of this study was broadened to contain research from the Nordic countries to increase the number of relevant articles. The information retrieval was therefore carried out in English. The Nordic countries’ school system, and culture show a great similarity, which allows a conclusion to be made. The result of the study shows what a complex situation the teachers face when teaching sexuality, consent, and relationships. The teachers need to take into account the choice of words, group division, and critical review teaching materials in order to be aware of normative teaching to be carried out. In addition, there are cultural aspects to consider. Students with different backgrounds may have different values from home and this may go against the content of the teaching. A problem arises when the new curriculum (2022) is expecting an awareness of normative teaching but at the same time teachers have a lack of education in the field. Teachers tend to refer to their own life experiences and rely on teaching materials that they already have. This tends to be taught from a heteronormative perspective which contradicts what the new curriculum (2022) puts forward. The result of this literature study shows how teachers can relate to a ‘norm-critical’ perspective in the teaching. It describes the importance of a consensus at school where awareness of a normative approach permeates the whole school.

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