Relevant bibliographies by topics / Feminist and norm-critical pedagogy / Dissertations / Theses
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Dissertations / Theses on the topic 'Feminist and norm-critical pedagogy'

Author: Grafiati
Published: 29 June 2021
Last updated: 29 July 2025

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1

Åkesson, Emilia. "Affectivity in the classroom : A contribution to a feminist corpomaterial intersectional pedagogy." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107163.

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In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical p
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Matzke, Aurora. "Distributed (Un)Certainty: Critical Pedagogy, Wise Crowds, and Feminist Disruption." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322325613.

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3

Gilbert, Melissa Kesler. "Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1814.

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Thesis advisor: Sharlene Hesse-Biber<br>Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The
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Ramalho, Tania. "Towards a feminist pedagogy of empowerment : the male and female voices in critical theory /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495487.

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5

Terzoglou, Effrosyni (Froso). "Sex Education 101 : Constructing Gender, Sexuality, and the Body in the Revised Swedish High School Curriculum. An Intersectional Critique." Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177282.

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In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it
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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.
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Brimmer, Allison. "Investigating affective dimensions of whiteness in the cultural studies writing classroom toward a critical, feminist, anti-racist pedagogy /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001226.

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Sosa-Provencio, Mia Angelica. "Cultural armor and living in the crossroads| Surviving and thriving through a Mexicana/mestiza critical feminist ethic of care." Thesis, New Mexico State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582402.

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<p> Mexican/Mexican-Americans are native to this continent on both sides of the U.S./Mexico Border and while projections show a 300% population increase by 2050, the struggle for equity and educational access persist. This Chicana Critical Feminist <i>Testimonio</i> reveals a Mexican/Mexican-American Ethic of Care which creates schooling spaces in which Mexican/Mexican-American students find healing, dignity, and academic preparation necessary to build hopeful futures for themselves and their families.</p><p> This research reveals curriculum and pedagogy that embody a Mexican and Mexican-Ame
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com, wendyduggie@btinternet, and Wendy Anne Lowe. "Health and 'I': An analysis of curricular phenomena in health professional education through the focus of critical pedagogy." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100513.114004.

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The education of health professionals is based on a series of discourses of professionalism that privilege notions of control and choice (Riggs, 2004a; Titchen and Higgs, 2001). These discourses are expressed through both explicit and implicit curricula, which encourage the enactment of a particular construction of the 'self' of both health professionals and clients or patients. This thesis adopts a feminist poststructural analysis of relations of power to explore some of the effects of the enactment of these curricula, drawing on three case studies of education in rural health settings and in
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Lukkarila, Lauren. "Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to
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May, Phillip W. "Cactus" IV. "Between the Lines: Writing Ethics Pedagogy." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521624213838432.

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12

Alber, Rebecca. "Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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<p> This qualitative study explored the experiences and insights of four alumnae from a girls&rsquo; after-school writing program and the program&rsquo;s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thin
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Housee, Shirin. "Identity and pedagogy in a university context : a study of student experiences and critique in the work of anti-racism in education." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297606.

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A considerable amount of work has been written on race and education in the British context since the 1960s. This work has largely focused on policy issues, curriculum development and teacher training. This work has been important largely for developments in multicultural education in the school context. In Higher Education Institutions (HEIs), the teaching of race related modules and courses have flourished since the 1980s (Jacobs 2006). This interest, however, has not translated into work on praxis, that is, anti-racist teaching practices that aim to improve the situation that students and t
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Lara, Mayra Alejandra. "Navigating the Sexual Politics on the High School Campus| Testimonios of Young Chicana/Latinas." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931464.

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<p> By employing <i>pl&aacute;ticas y encuentros</i>, this qualitative study examined the <i>testimonios</i> of Chicana/Latina youth and their experiences with navigating the sexual politics on the high school campus. Six young Chicana/Latinas, all of whom graduated from the same high school in South East Los Angeles, participated in the study. The study used two frameworks: Chicana/Latina feminist theory and critical pedagogy to analyze the young women&rsquo;s <i>testimonios</i>. Findings speak of their daily struggle with adults policing, objectifying, and containing their bodies; as well as
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Merry, Johnny Deane Merry. "Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

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16

Burroughs, Brady. "Architectural Flirtations : A Love Storey." Doctoral thesis, KTH, Kritiska studier i arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-194216.

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Formulated as a feminist project, written as a pulp fiction, Architectural Flirtations: A Love Storey begins with our claim that the architectural discipline is centered around a culture of critique, which is based in what bell hooks calls “a system of imperialist, white supremacist, heterosexist, capitalist, patriarchy,” and that the values instilled by this culture not only begin with, but are reinforced and reproduced by, the education of young architects. Sounds serious. Right? In a move toward a more vulnerable, ethical and empowering culture of architecture, the project aims to displace
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17

Parker, Patricia. "Signals the interplay between literacy, gender, and semiotics." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/598.

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The purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished professional prospects yields a greater understanding of class privilege and how nontraditional learners fit i
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18

Clarke, Julia. "Deconstructing domestication : women's experience and the goals of critical pedagogy." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246258.

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19

Navickas, Kathryn E. "Feminism and composition a pedagogy for first year composition /." Diss., Online access via UMI:, 2009.

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20

Stålnacke, Klara. "Equality in the Classroom : A Norm Critical Approach to Teaching Democratic Values Using Shakespeare’s A Midsummer Night’s Dream, The Tempest and The Taming of the Shrew." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-160125.

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The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth &amp; Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classr
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Engström, Kristine. "Normkritik i skolan - en självklarhet? : En kvalitativ intervjustudie i hur det kan gestalta sig i ämnet samhällskunskap för grundskolan." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84666.

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Syftet med arbetet är att undersöka ett normkritiskt förhållningssätt till lärande samt lärares syn på normer och värden. Arbetet undersöker även lärares syn på möjligheter och utmaningar med normkritik i undervisningen samt hur de implementerar perspektivet i sin planering och undervisning. Explicita metoder och strategier som lärare använder sig av undersöks och påvisas i studien. Metoder som används är en enkätundersökning och semistrukturerade intervjuer som utgår från en fenomenografisk metodologi. Teorier som analysen utgår från är ett sociokulturellt perspektiv och ett normkritiskt pers
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Neumeister, Scott Leslie. "Circling Back Home: A Lifelong Odyssey into Feminism." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4378.

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What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation? What happens when a student in such a classroom also occupies the role of teacher and desires to reproduce such a transformative environment for his students? In brief, this thesis answers these questions by offering a narrative and critique of my personal "conscientization" via feminism and elucidates the theory behind, my approaches toward, and the results of my bringing graduate-level feminist theory and pedagogy to a middle school
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Hjort, Amanda. "Stökiga flickor och oväntade kärlekspar : En normkritisk läsning av tre ungdomsromaner." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18129.

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The study aims to examine how three books written for teenagers and young adults address topics that are generally considered as deviant to social norms in order to conclude if they can contribute to a norm critical pedagogy in school. Norm critical pedagogy is foremost based on gender- and queer theory and tends to discuss how social norms and power structures are constructed and reproduced in different social contexts. To work in a norm critical fashion the teacher must be aware of the present norms and work to make the pupils conscious of them. Thereby the focus is on existing norms, rather
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Lundén, Anna. "Du slåss ju som en hel karl, tjejen! Tankar om kickboxning i skolan som en väg till att nå ökad jämställdhet." Thesis, Stockholms universitet, Centrum för genusstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64330.

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The purpose of this thesis is to, based on interviews and document studies, critically discuss how the introduction of kickboxing in Physical Education (PE) could affect gender equality in society. Based on a queer feminist and norm critical perspective on the prevailing teaching of PE, which, despite official efforts to challenge and modernize PE, persists in reproducing gender norms by e.g. spending 75% of class time on ball games. The hypothesis is that girls accessing violence (empowerment) through a bodily awareness in the form of kickboxing, positively would challenge the power imbalance
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Hawerman, Matilda. "Identitet, makt och drama : en undersökning av DRACON-programmet i Sverige ur ett normkritiskt perspektiv." Thesis, Högskolan i Gävle, Bild- och dramapedagogik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25190.

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Den här studien vill bidra med kunskap kring normkritisk pedagogik inom dramapedagogiken i Sverige. Det genom att belysa det svenska DRACON-projektet ur ett normkritiskt perspektiv. Det svenska DRACON-projektet är en del av det internationella DRACON-projektet vars övergripande syfte var att bygga  en bro mellan drama och konflikthantering. I bakgrunden till den här studien beskrivs dramapedagogik, svensk dramaforskning och internationell dramaforskning utifrån kritiska teorier. Normkritisk pedagogik är en kritisk pedagogik som vänder blicken mot maktstrukturer och privilegier istället för att
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Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.

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Tamboukou, Maria. "Women, education and the self : a Foucauldian perspective /." Houndmills : Palgrave Macmillan, 2003. http://www.loc.gov/catdir/description/hol041/2003051423.html.

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Sandegård, Frida. ""Jag vägrar sätta in mig i en norm!" : En studie av "BRYT! - ett metodmaterial om normer i allmänhet och heteronormen i synnerhet"." Thesis, Södertörn University College, School of Gender, Culture and History, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2538.

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<p>In this essay I examine how the norm-critical material <em>”BRYT! ett metodmaterial om normer i allmänhet och heteronormen i synnerhet”</em> is used by Hyresgästföreningen in Stockholm in their education of personnel in the perspective of equalisation. I’ve mostly been interested in how the personnel who takes part in workshops about the material react and reflect in relation to the purpose of the material. How do they discuss about norms and the connection to discrimination and how do they look upon the power and responsibility that comes with power in relation to norms?  Earlier research
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Lina, Zavalia. "Hur görs normkritik? : En studie av praktikers förslag till normkritisk förändring." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28149.

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This research report follows a group of educators, project managers and scientists involved in a norm-critical project: Norm Creative Certification. The aim of this study is to examine the proposal for, and obstacles to, a norm-critical change that the group discusses in relation to the project and its educational context. The research report also examines whom are expected to make the norm-critical change. For gathering the empirical material the method participant observation is used. Further, the material has been analyzed inspired by Carol Bacchis policy analysis method What is the problem
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Keyl, Shireen. "Subaltern Pedagogy: Education, Empowerment and Activism among African Domestic Workers in Beirut, Lebanon." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333043.

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According to critical pedagogues and post-development scholars, globalization and transnational movement open up new avenues for pedagogy; to be sure, some scholars assert the development sector is in need of a paradigm shift to accommodate "new forms of pedagogy" (Appadurai, 2000) while subaltern scholars call for "alternative pedagogies" (Sherpa, 2014) for the theorizing and understanding of subaltern, marginalized groups within the educational realm. In the search for and transition to a subaltern pedagogy, it is necessary to tap into the very voices of those who comprise the subaltern, bec
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Burström, Lovisa, and Nathalie Pihl. "Barnlitteraturen i förskolan : En normkritisk studie av bokval, utbud och skildringar av genus." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38045.

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Studiens syfte är att undersöka och synliggöra hur barnlitteraturen på fyra olika förskolor valdes ut, om en medvetenhet kring val av normkritiska barnböcker gällande kön och genus finns samt att synliggöra hur kön och genus gestaltas i de fyra populäraste barnböcker på dessa förskolor. Studien genomfördes genom intervjuer, litteratursociologiska kartläggningar och text-och bildanalyser utifrån ett normkritiskt perspektiv. Resultatet visar att det inte fanns tydliga rutiner i hur barnlitteraturen väljs ut och att medvetenheten kring normkritiska barnböcker varierade. Det framkom även att pojka
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Adriasola, Orellana Stefanía. "Regnbågen har många färger, så låt oss se dem alla! : Om förskolepedagogers attityder, normer och värderingar kring regnbågsfamiljer." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21052.

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The purpose of this study is to find out which attitudes, norms and values exists about lesbian, gay, bisexual, and transgender (LGBT) families in preschools. Based on five qualitative interviews with teachers that work at a LGBT-certified preschool and one that is active in their work with norm critical pedagogy. To be able to fulfil my purpose of this study I concentrated on why these teachers believed that it was of importance to counter society’s heteronormativity, to prevent discrimination and mistreatments towards children and their LGBT parents in preschool. I wanted to find out what th
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Odhiambo, Seonagh. "A Conversation With Dance History: Movement and Meaning in the Cultural Body." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25258.

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Dance<br>Ph.D.<br>This study regards the problem of a binary in dance discursive practices, seen in how "world dance" is separated from European concert dance. A close look at 1930s Kenya Luo women's dance in the context of "dance history" raises questions about which dances matter, who counts as a dancer, and how dance is defined. When discursive practices are considered in light of multicultural demographic trends and globalisation the problem points toward a crisis of reason in western discourse about how historical origins and "the body" have been theorised. Within a western philosophical
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Hansson, Caroline, and Sara Eiselt. ""Redan som bebis sägs det ju att dom bemöts olika" : En kvalitativ studie om förskollärares upplevelser kring könsnormer och normkritiskt arbete med barn i förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102936.

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Denna studie grundar sig i sex förskollärares upplevelser kring jämställdhet och genus i förskolan. Studiens syfte är att undersöka hur förskollärare arbetar kring normer om kön. Målsättningen är att jämföra och få förståelse för hur förskollärare och förskolor arbetar för att alla barn ska få samma möjligheter, oavsett kön Vi har använt oss av semistrukturerade intervjuer tillsammans med tre förskollärare på en mindre ort och tre förskollärare på en större ort, båda i södra Sverige. Resultatet har analyserats utifrån tre strategier om genusarbete i förskolan; könsneutral pedagogik, kompensato
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Haapala, Linda. "Normkritisk pedagogik i samhällskunskapsundervisning : En studie av samhällskunskapslärares förhållningssätt till normkritisk pedagogik." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84325.

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Syftet med denna uppsats är att undersöka hur lärare i ämnet samhällskunskap förhåller sig till normkritisk pedagogik, samt hur de uppfattar att deras förhållningssätt präglar den samhällskunskapsundervisning som sker. Syftet är också att undersöka vilka faktorer som påverkar lärarnas förhållningssätt till normkritisk pedagogik. Normkritisk pedagogik handlar om att visa sätten som olika normer interagerar och skapar obalanser i makt samt om hur dessa normer kan utmanas inom undervisningssammanhang (Bromseth &amp; Darj, 2010, s. 13). Samhällskunskapslärare som undervisar
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Pettersson, Aillinora, and Micaela Kimström. ""Genusböcker finns det ju gott om" : Förskollärares uppfattningar om normkritiskt arbete med barnlitteratur." Thesis, Högskolan i Gävle, Pedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29072.

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Syftet med studien är att undersöka hur förskollärare uppfattar begreppet normkritik och hur de tillämpar det i arbetet med barnlitteratur i förskolan. Forskning kring det normkritiska perspektivet visar att det krävs stor medvetenhet kring normer och privilegier för att vi inte omedvetet istället förstärker normer och skapa utanförskap. Tidigare forskning har visat att förskollärare tycker att det är svårt att implementera normkritiska arbetssätt på ett enkelt sätt i förskolans vardag. De upplever heller inte att de har tillräckligt med utbildning eller förståelse för ämnet. Genom kvalitativa
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Hylton, Rhonda C. "Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961.

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Mohseni-Tabrizi, Daniel, and Ramona Hjelte. "Varför är du brun? : Relation fritidshemslärare-elev i ljuset av normer, maktperspektiv och ledarskap som leder till agerande." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30283.

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Syftet med vår essä är att undersöka situationen för fritidshemslärare med utländsk bakgrund inom svensk skola. Vi har fokuserat på situationer då elevers ifrågasättande av att de avviker från normen på grund av att deras hudfärg. Vi har skrivit berättelser som bygger på våra egna erfarenheter ifrån vårt arbetsliv som vi ser som dilemman. Fyra frågeställningar har vi kunnat forma utifrån våra dilemman. För att kunna förstå våra dilemman och besvara våra frågeställningar har vi använt teorier som handlar om dialogiska samtal och erfarenheter, interkulturellt ledarskap, normer, maktperspektiv, s
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Sterner, Desirée. "I’ll make a man out of you : A critical discourse analysis of the portrayal of gender roles in the women, peace and security agenda." Thesis, Försvarshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-7088.

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This thesis examines the portrayal of men and boys within the women, peace and security agenda, and in particular the United Nations Security Council’s (UNSC) security discourse on this theme. The relationship between the portrayal of victims and perpetrators, and the portrayal of men and boys are analysed and discussed based on the three-dimensional framework for Critical Discourse Analysis by Norman Fairclough. Through the theoretical framework of Martha Finnemore and Kathryn Sikkink on norm theory, this thesis furthers the understanding of the evolution of how men and boys are portrayed wit
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Odenholm, Jenny. "Hbtq-frågor, varför då? Barnen är ju så små... : En studie om huruvida lärare tar tillvara på hbtq-perspektiv i sin undervisning i årskurs F-3." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-23429.

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This study investigates whether teachers working with children ages 6 – 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their classes, and if so, how. The following research questions are answered:  Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense? Are LGBTQ questions relevant and of interest in the education? Do teachers feel like they have gained the right tools in the
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Witten, Albert. "Hörs de tysta barnen i förskolan? : En vetenskaplig essä om de blyga barnen i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38455.

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I min uppsats fördjupar jag mig i arbetet kring de som i allmänna ord benämns för blyga barn. Vad innebär det egentligen att vara blyg, är det ett personlighetsdrag som är svårt att ändra på, eller ett tillstånd som behöver bearbetas för att nå utveckling? Eller kan det rentav vara något som är ärftligt och därmed inte påverkbart? Vad innebär blyghet i förskolan för barnet och pedagogen och hur kan pedagoger lyfta de barn som inte syns eller hörs. Är det överhuvudtaget något att oroa sig över och isåfall vad kan man göra för att stötta de blyga barnen i deras fortsatta utveckling. Genom att an
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Houston, D. Akil. "A DJ Speaks with Hands: Gender Education and Hiphop Culture." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1227206771.

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Halén, Helen, and Linnea Rundlöf. "”Ingenting man egentligen borde läsa till barnen på förskolan direkt!” : En diskursanalytisk studie av barnböcker utifrån det normkritiska- och genuspedagogiska perspektivet." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34071.

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The purpose of this study is to study three different children books using two preschool perspectives; the norm-critical perspective and the gender pedagogical perspective. The research questions focus on how the characters in the books can be described from the two respective perspectives.  The theoretical standpoints in this study are theories about gender and its associated conceptions and by a power and colours perspective. The method approach for this study is discourse analysis with a text and picture analysis based model as method.  This study’s result shows that the norm-critical and g
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Lindgren, Jeppsson Anton. "Niondeklassares blivande : En förståelsemodell för normkritiskt inspirerad svenskundervisning." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40910.

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Syftet med detta examensarbete är att bidra till förståelsen för hur svensklärare på högstadienivå kan planera, anpassa och analysera sin normkritiskt inspirerade undervisning. En förståelsemodell, med elevernas blivande som kärna, presenteras som sammanfattningen av forskningen och teorierna om normkritiskt inspirerad undervisning grundad i postperspektiven. Förståelsemodellen blir sedan testad som ett analysverktyg på empiriskt material från en muntlig examination i svenskämnet för niondeklassare. Slutsatsen är att niondeklassarna har mycket gemensamt med postperspektivens förhållningssätt.
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Samuleson, Saga. "”Att man förstår varför vi håller påsom vi gör nu” : - en kvalitativ studie om undervisning i danshistoria i kursen Dansteori." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-742.

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This essay illustrates how teachers at upper secondary schools relate to teaching dance history within the course “Dansteori”, focusing on the aim that students should critically review different dance history writings. The study uses interviews and open-ended questionnaires, and the material have been analyzed qualitatively and discussed in relation to historical thinking and norm-critical pedagogy. The study shows that a historical-scientific perspective is important in how teachers talk about the subject, but less important when it comes to what students should gain from their studies. Inst
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Samuelson, Saga. "”Att man förstår varför vi håller påsom vi gör nu” : - en kvalitativ studie om undervisning i danshistoriai kursen Dansteori." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-751.

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“To understand why we are doing what we do now” – a qualitative study of dance historyteaching within the course Dansteori. This essay illustrates how teachers at upper secondary schools relate to teaching dance history within the course“Dansteori”, focusing on the aim that students should critically review different dance history writings. The study uses interviews and open-ended questionnaires, and the material have been analyzed qualitatively and discussed inrelation to historical thinking and norm-critical pedagogy. The study shows that a historical-scientific perspective is important in h
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Brömster, Sandra. "Normmedvetna lärares jämställdhetsperspektiv på undervisningen : En intervjustudie." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22508.

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Skolan ska genomsyras av ett jämställdhetsperspektiv. Granskningar visar dock att det finns brister i skolors jämställdhetsarbete och det finns en rad jämställdhetsproblem i skolan. Många av problemen kan kopplas till könsnormer, varför svenska skolmyndigheter förespråkar ett normmedvetet förhållningssätt. Samtidigt visar granskningar att lärare saknar kunskap om just normer. Syftet med studien är att undersöka normmedvetna grundskollärares uppfattningar om hur ett jämställdhetsperspektiv kan genomsyra undervisningen i enlighet med vad som beskrivs i läroplanen, för att b
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Gustafsson, Ulrika. "RFSU- Vill du? : En multimodal analys av RFSUs skolmaterial för att främja ömsesidig sexualitet." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32372.

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RFSU- Do you want to? -A multimodal analysis of the RFSU’s (the Swedish Association for Sexuality Education) school material to encourage mutual sexuality The purpose of this study is to identify the semiotic resources, by using a multimodal analysis, that the RFSU uses to communicate the creation of relationships between participants to express their aim. Furthermore, to examine the basic thoughts that the RFSU has about standards due to gender should be eliminated, and how these become evident in the films. The starting point for the essay is questions about how the RFSU creates a relationsh
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Michailidou, Efthymia, and Caldenius Natalia Herraiz. "Trolla med normer snarare än "rätt och fel". En studie om pedagogers uppfattningar av och kunskaper kring att arbeta med genus och drama i förskolan." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190008.

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Studiens syfte var att undersöka pedagogers uppfattningar av och kunskaper kring att arbeta med genus och drama samt att belysa vilka eventuella utmaningar de möter i arbetet. Studien präglas av kvalitativ metod och utgår ur ett socialkonstruktionistisk perspektiv. Vår ambition var att samla in pedagogernas erfarenheter och uppfattningar i relation till hur normkritisk pedagogik och genusfrågor synliggörs i barns dramalek därför har vi använt intervjuer som datainsamlingsmetod. Resultatet visade att samtliga intervjuade pedagoger uppfattar och använder drama som en pedagogisk kontext för att u
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Ogestad, Maria. "Rätten att vara en sexuell varelse - men hur? : Föreställningar i särskolan om sexualitet och samlevnad gällande elever med intellektuell funktionsnedsättning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157134.

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Arbetet i särskolan ska förbereda för vuxenlivet, och sex- och samlevnadsundervisningen ska bedrivas utifrån ett främjande perspektiv med fokus på sexualitet, identitet, normer och jämställdhet. I Skolinspektionens aktuella granskning av sex- och samlevnadsundervisningen framkommer betydande brister. Den här studien vill öka kunskapen om pedagogers föreställningar om sexualitet och sex- och samlevnad avseende elever med intellektuell funktionsnedsättning i särskolan. Undersökningen utgörs av semistrukturerade intervjuer med pedagoger i gymnasiesärskolan. Utifrån ett normkritiskt perspektiv har
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