Det är hans känsla! : En studie om hur genus och jämställdhet kommuniceras i klassrummet

Sammanfattning: The aim of this study is to describe, from a didactic point of view, wether gender norms are challenged and sex equality is maintained when two teachers in grade one communicate with their pupils. This is based on the existing norms in our society which generates into certain expectations of how one should act depending on wether you are a girl or a boy. In addition to this, the lack of equality between women and men is a global question. The norms and conditions in society are reproduced, but can also be deconstructed in school (Martinsson and Reimers 2008, p. 8). Thererfore, this study proceeds from the following questions: In what ways is the teaching designed, within the frame of communication, in the perspective of gender and sex equality? How does the two teachers reflect upon that? How is the allowance to speak distributed among the pupils and does this differ wether it is a girl or a boy? How does the two teachers reflect upon that? Are certain speech acts more common respectively less common in the teachers’ communication with girls respectively boys? The investigation is based on observations and an interview, and the teachers’ speech acts towards the pupils are analysed. The theoretical frame of the investigation is founded on feminist theories, from a post-structuralist and a social construct perspective. Hence, theoretical constructs such as performativity (Butler 2006, p. 216) are of importance. The results of the investigation shows, in conclusion, that the two teachers are well aware of how to conduct their teaching in relation to gender and sex equality. This is shown both in their practice of teaching and in their reflections on the matter. Furthermore, the results of the investigation show that the teachers do not differ between girls and boys. However, both teachers show that they take the gender- and sex equality issues into thought, in order to achieve sex equality and counteract sterotypes for gender roles in the classroom.