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- Backman Prytz, Sara, 1981-, et al.
(författare)
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"Arm the Schoolmistress!" Loneliness, Male Violence, and the Work and Living Conditions of Early Twentieth-Century Female Teachers in Sweden
- 2022
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Ingår i: History of Education Quarterly. - : Cambridge University Press. - 0018-2680 .- 1748-5959. ; 62:1, s. 18-37
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Tidskriftsartikel (refereegranskat)abstract
- Starting in the late nineteenth century, the teaching profession became increasingly feminized. This article examines the results of this process, exploring the working and living conditions of rural female primary school teachers with a focus on the experiences of loneliness, harassment, and violence that they suffered in early twentieth-century Sweden. By investigating the public debate on these issues 1900-1940, we found that two main threats to the well-being of female teachers were identified: isolation and the threat of male violence. Male politicians as well as female authors and teachers acknowledged that female teachers faced loneliness, anxiety, and possible threats from violent men. The consequences of these threats were both emotional and practical, but the debate focused to a large extent on practical solutions such as providing the teachers with telephones, guard dogs, or weapons.
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- Backman Prytz, Sara, 1981-
(författare)
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Borgerlighetens döttrar och söner : Kvinnliga och manliga ideal bland läroverksungdomar, ca. 1880−1930
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines how Swedish upper secondary school youth constructed femininity and masculinity in the period 1880–1930. The overall intention of the dissertation is to analyse the gender ideals that are found in texts written by girls and boys in a bourgeois school environment during a period characterised by transformative social changes in society.The source material consists of school magazines and student essays authored by youth in upper secondary boys’ schools, secondary girls’ schools, and co-educational schools. The study analyses gender stereotypes from five different areas: youth, love life, body, parenting and working life.Boys are prone to use gender stereotypes that emphasise the subordination of women vis-a-vis men. The boys’ usage of stereotypes is thus prominent and is widely used in order to reinforce male dominance. They did not problematise or question their role in the society to any great extent.Girls were, to a significantly greater extent than the boys, keen to problematise women’s traditional role in society. This challenges the images of women as complicit in their own subordination. It seems that the girls have not only been aware of their subordination, but also have been more inclined to strive for their emancipation. The girls’ gender stereotypes are diverse and tolerant, and display progressiveness towards the emancipation movement. The young people’s ideal of moderation emerges as a recurring theme. Both the working class and the upper class are used as deterring examples of excess.The changes in society during this period seems to have had little influence on the ideal gender stereotypes, but in terms of emancipation, appears have made the boys more reactionary than the girls. The daughters of the bourgeois pressed forward; the sons of the bourgeois glanced backward.
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- Backman Prytz, Sara, 1981-, et al.
(författare)
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Flickors och pojkars lek i dockvrå och dockskåp : Normativa förväntningar och hierarkier i förskolan vid mitten av 1900-talet
- 2023
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 41-64
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Tidskriftsartikel (refereegranskat)abstract
- Girls’ and boys’ play in the home corner and doll house: Gendered expectations and hierarchies in Swedish preschool in the middle of the 20th centuryThis article examines children’s play in a gender stereotypical framing: the home corner and dollhouses in mid-1900’s Swedish preschool. Three different types of empirical material were analysed: a preschool teachers’ questionnaire, observation protocols from children’s play with dollhouses and complementary photographs of playing preschool children. By examining these, we have been able to identify the preschool teacher’s gender stereotyped expectations of girls’ and boys’ play and how gender stereotyped expectations of children were maintained. The children especially helped to uphold a dichotomy between girls’ and boys’ play. This dichotomy was confirmed by the fact that girls had a hierarchically superior role in the game when both girls and boys participated. Boys, on the other hand, had more space for action in the gender-stereotypically framed play, as they were not bound by play conventions in the same way as girls. Boys’ attempts at nurturing play with dolls, i.e. more femininely coded play, was disparaged by educators and other children.
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