"Har någon sett Lisa, tjejer och killar?" : - En studie om förskolepedagogers interaktion med barn ur ett genusperspektiv

Detta är en M1-uppsats från Södertörns högskola/Lärarutbildningen; Södertörns högskola/Lärarutbildningen

Sammanfattning: Previous studies have shown that teacher’s interaction with children have a significant meaning for the construction of gender and that their approach maintains stereotypical perceptions of gender. Therefore, the purpose of this study is to survey and explain how preschool teachers at a preschool in Stockholm interact with children from a gender perspective and how their approach to traditional gender roles in their didactic work with children can affect their positioning. The essay will also discuss different types of pedagogical perspectives when it comes to gender, such as compensatory pedagogic and complicated pedagogic.   The theoretical point of departure in this essay is feminism poststructuralism with focus on the term gender. The methods that are used in this study are interviews with preschool teachers and observations of their pedagogical work with children between the ages of 3-5 years. Based on this empirical description, different situations are analyzed which are based on Christian Eidevald’s two different discourses about gender: “We are born to girls and boys” and “We are made to girls and boys”. By showing that these discourses are present in one and the same situation, the child's positioning and gender-based subject creation can be explained as a complex process.   The analysis, based on Eidevald’s gender discourses, shows that children’s positioning depends on how preschool teachers approach to traditional gender roles and how they interact with children on a daily basis. It also shows that preschool teachers have different expectations on boys and girls, which can lead to a limitation of their abilities. In conclusion, this study discusses which consequences this can lead to when it comes to a gender equality work.   Key words: gender, sex, interaction, gender roles, positioning

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