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Gud är manlig och kvinnan bär skuld: En genusteoretisk diskursanalys på läromedel inom religionskunskapsämnet
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Detta är en diskursanalytisk studie med ett antaget genusteoretiskt perspektiv, som undersöker hur kvinnor inom de abrahamitiska religionerna framställs i tre utvalda läromedel för gymnasiekursen religion 1. Samtliga av läromedlen är anpassade för lgy11. Vidare undersöks vilka egenskaper kvinnan tillskrivs, samt var hon synliggörs och marginaliseras i läromedlen. Genom det genusteoretiska perspektivet, vilket nyttjats för analysen av det empiriska resultatet kan vi både visa vad synliggörandet och marginaliseringen beror på, samt se vad det bidrar till. Studiens resultat visar att läromedlen genom ett genusteoretiskt perspektiv framställer kvinnan och mannen utifrån dikotoma föreställningar om vad som är kvinnligt respektive manligt. Kvinnan framställs således som passiv medan mannen framställs som aktiv. Resultatet visar även att kvinnan marginaliseras när det skrivs om religionens historia, medan hon synliggörs i de textsammanhang som berör hennes villkor, samt hem-och familjeliv. Nyckelord: Kvinnan, abrahamitiska religionerna, diskurs, genusteori, genus, läroboksanalys, marginalisering

Abstract [en]

This is a discourse-analytic study with an adopted gender theoretical perspective regarding how women within the Abrahamic religions are described in three selected teaching materials for upper secondary school (Religion 1). All books are adapted to Lgy11. Furthermore, an analysis is made of what way women are characterized in the material, as well as where they are visible and marginalized. With help from the gender theoretical perspective, which has been utilized to analyze the results of the empirical study, it is possible to understand the reasons for the visibility as well as the marginalization, and see what is contributes to. The result of this study shows that the teaching materials, through a gender theoretical perspective, depict men and women based on the dichotomy of what is considered female or male. Hence, women are described as passive, whereas men are described as active. The result also shows that women are marginalized when the history of religions is being described while they are visible in the textual contexts of home and family life, as well as their conditions. Key words: Women, Abrahamic religions, discourse, gender theory, gender, textbook analysis, marginalization

Place, publisher, year, edition, pages
2018. , p. 48
Keywords [en]
Women, Abrahamic religions, discourse, gender theory, gender, textbook analysis, marginalization
Keywords [sv]
Kvinnan, abrahamitiska religionerna, diskurs, genusteori, genus, läroboksanalys, marginalisering
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:hig:diva-26030OAI: oai:DiVA.org:hig-26030DiVA, id: diva2:1175789
Subject / course
Religious studies
Educational program
Upper Secondary Teacher Education Programme
Supervisors
Examiners
Available from: 2018-02-09 Created: 2018-01-18 Last updated: 2018-02-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
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  • Other locale
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Output format
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