Working with Gender Pedagogics at 14 Swedish Preschools

Autor/inn/en	Sandstrom, Margareta; Stier, Jonas; Sandberg, Anette
Titel	Working with Gender Pedagogics at 14 Swedish Preschools
Quelle	In: Journal of Early Childhood Research, 11 (2013) 2, S.123-132 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X12466205
Schlagwörter	Foreign Countries; Gender Issues; Preschool Teachers; Teaching Methods; Identification (Psychology); Critical Incidents Method; Teacher Behavior; Teacher Attitudes; Teacher Student Relationship; Questionnaires; Gender Differences; Sex Stereotypes; Sex Role; Interaction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Geschlechterfrage; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Geschlechterkonflikt; Geschlechterrolle; Interaktion; Schweden
Abstract	In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17 preschool teachers to describe the situations revolving around gender issues that they have experienced, using the critical incident method. In all, 34 critical incidents were described and subsequently discussed in groups of 6-10 individuals. Afterward, the data were analyzed qualitatively, with the objective to explore the preschool teachers' understanding of gender approaches. The analysis led us to single out four "ideal type approaches," that is, "instrumental," "co-productive," "facilitative," "proactive," and "agitative" gender approach. The gender approaches were made up by the different ways of interacting with the children as regards gender described by the preschool teachers and by the different ways of reflecting over the described situations. We argue that the four different types of gender interaction emanate from corresponding underlying conceptions of gender, and that they may exercise influence on the children’s identity process. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10