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Early education and gender (in)equality: Current and future issues
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research. (Förskoleplattformen)
2011 (English)In: Nordic Early Childhood Education and Care: Effects and Challenges : Research - Practice - Policy making, Oslo: Norwegian Ministry of Education and Research , 2011, 74-74 p.Conference paper, (Refereed)
Abstract [en]

Several pre-schools in Sweden claim to be working in a gender equal pedagogical direction [genuspedagogik – “gender pedagogy”]. When asked to describe what this means, in relation to other pedagogical directions, very few can give specific examples, except that it means “to show respect”, and to work on the basis of each individual. However, such starting points can be viewed as valid for all pedagogical directions.

This presentation draws upon an questionnaire study among teachers at Swedish pre-schools that actively work, or have been working, with gender equality/equity projects with the aim to analyze what can be understood as a gender equality pedagogical direction. The pre-schools in this study have all been provided funding from the Commission for Equality in Preschool during 2003 and/or 2004 – either the whole pre-school, or, one or several of the school’s employees have been involved.

To obtain funding, applicants had to describe how they wanted to work with equality. One criteria to obtain funding was sustainability; how well the project was considered to be able to continue its’ work after the funding period. The assumption in this study is that these pre-schools can be seen as typical for pre-schools working consciously with gender issues. The questionnaire was delivered to 96 pre-schools and 89 of them answered = 93 percent. An assumption made is that these pre-school can be viewed as typical for pre-schools that work in a gender equality pedagogical direction in Sweden.

The results from this study show that several different theoretical assumptions are being made by the teachers simultaneously within this work. I will at the end of this presentation suggest an alternative direction that emanates from a different point of departure as criteria to perform a different gender equality pedagogical direction, than those directions described as available alternatives by the teachers in this study.

Place, publisher, year, edition, pages
Oslo: Norwegian Ministry of Education and Research , 2011. 74-74 p.
Keyword [en]
Early Childhodd, Gender, Gender pedagogy, Preschool
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-16467OAI: oai:DiVA.org:hj-16467DiVA: diva2:452191
Conference
Nordic Early Childhood Education and Care, Oslo, 18th–20th of May 2011
Available from: 2011-10-28 Created: 2011-10-28 Last updated: 2016-02-22Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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