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"Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. (Temagruppen "Genusperspektiv i skola och högre utbildning")
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Biology. (Temagruppen "Genusperspektiv i skola och högre utbildning")
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Chemistry. (Temagruppen "Genusperspektiv i skola och högre utbildning)
Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
2012 (Swedish)In: Utbildning och lärandeArticle in journal (Other academic) Submitted
Abstract [en]

This paper reports from a study exploring how an increased knowledge about gender issues can affect pre-school student teachers’ reflections and actions concerning science and technology activities. We have analysed written assignments given to student enrolled in a teacher education programme as well as group discussions that were part of their science and technology courses. One assignment was focused on describing situations during their pre-school placements where the students themselves judged gender to be important. The analysis identifies a reoccurring argumentation among the students that draws on an idea that children need to ‘be who they are’, thus portraying them as having a stable core identity. In this paper we ask what it means to let the children ‘be who they are’ and what the consequences of this view for developing the pre-school according to the curriculum and the education act can be. In doing so, we discuss issues that respectively may promote and hinder pre-school teachers to develop strategies that challenges stereotypical gender patterns. Furthermore, we problematize what consequences this might have for science teaching.

Place, publisher, year, edition, pages
Skövde: Högskolan i Skövde , 2012.
Keywords [en]
gender, pre-school teacher education, science education
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-13018OAI: oai:DiVA.org:hig-13018DiVA, id: diva2:555918
Available from: 2012-09-22 Created: 2012-09-22 Last updated: 2018-03-13Bibliographically approved

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Gullberg, AnnicaAndersson, KristinaHussénius, Anita

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CiteExportLink to record
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