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Gendered violence produced during "free play" in preschool
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
2009 (English)In: International Journal of Equity and Innovation in Early Childhood, ISSN 1448-6318, Vol. 7, no 2, 28-39 p.Article in journal (Refereed) Published
Abstract [en]

This study aims to shows that children are subjected to several different and dominating discourses intersecting during so-called “free play” activities in preschool. The Swedish preschool discourse entails dominant gendered notions about how children are supposed to behave and therefore make available specific positions regarding femininity and masculinity. Even when girls and boys act in similar ways, they are strictly positioned and treated differently by their teachers. This is most likely caused by gendered expectations in relation to what teachers consider being normal behavior amongst girls and boys in terms of, for example, activity/aggression or passivity/submission (among other expectations). The male – female binary is thereby actively sustained. In spite of the fact that girls and boys take up a variety of positionings during free play, they are still described as two separate and homogeneous groups by their teachers. Girls are outlined and positioned as “passive” whereas boys are outlined and positioned as “active”. The possibilities of superseding the normalizing and gender-production are discussed.

Place, publisher, year, edition, pages
Melbourne: The Melbourne University , 2009. Vol. 7, no 2, 28-39 p.
Keyword [en]
Equity, gender, free play, preschool, agression
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-13044OAI: oai:DiVA.org:hj-13044DiVA: diva2:349146
Available from: 2010-09-06 Created: 2010-09-06 Last updated: 2011-11-07Bibliographically approved

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  • apa
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