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41.
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42.
  • Eidevald, Christian, 1973- (författare)
  • Det finns inga tjejbestämmare : Att förstå kön som position i förskolans vardagsrutiner och lek
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated. 
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43.
  • Eriksson Barajas, Katarina (författare)
  • Beyond stereotypes? Talking about gender in school booktalk
  • 2008
  • Ingår i: Ethnography and Education. - : Taylor and Francis. - 1745-7823 .- 1745-7831. ; 3:2, s. 129-144
  • Tidskriftsartikel (refereegranskat)abstract
    • The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. The present paper examines gender in a Swedish school, analysing ‘book club’ discussions, using a discursive approach. The data consist of video-recorded teacher-led booktalk sessions, involving small groups of pupils in grades 4_7. It was found that the teachers and/or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender-stereotyped ways. Yet, the teachers and pupils also transcended gender stereotypes in several cases. In many of those cases, there was a generational pattern, in that the participants tended to apply less stereotyped thinking when talking about fictive characters of their own age.
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44.
  • Gender regimes, citizen participation and rural restructuring
  • 2008
  • Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
    • This book aims to unravel how rural gender regimes are constituted, enforced, made sense of and resisted, and ho struggles of resistance lead to empowerment and change in various countries in the four corners of Europe as well s Australia and India. The book focuses on the intricate relationship between laws and institutions and everyday life. It analyzes on the one hand how laws and institutions are constituted and on the other hand how gender regimes are built at the local rural level, sometimes in compliance with these frames and sometimes contesting them, The articles, in diverse ways, give voice both to women’s struggles for recognition and men’s voices in gendered rural societies. Through applying the concept of the welfare state and gender regimes within rural research, this book contributes to the further development of a comparative theoretical framework for rural gender studies. The importance of integrating rural gender studies into both the mainstreams of rural and feminist research has been emphasized in previous research, as has that of developing comparative analytical frameworks. The conceptual framework adopted in this volume wets out to meet this challenge by approaching rural gender relations and the meeting point of two core research areas: gender regimes and rural transformative processes. Research into gender regimes offers a promising analytical framework for comparing gender relations in diverse rural settings. At the same time, by addressing rural concerns deriving from the specificity of rural transition processes and gender regimes, the approach also contributes to an elucidation of the complexity of citizenship.
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45.
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46.
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47.
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48.
  • Göransson, Anita, 1943 (författare)
  • Distinctions and Authorizations
  • 2007
  • Ingår i: GEXcel work in progress report. Vol1. Proceedings from GEXcel kick-off conference in December 2007.. - : Tema-institutionen, Linköpings universitet. ; , s. 37-46
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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49.
  • Göransson, Anita, 1943 (författare)
  • Från hushåll och släkt till marknad och stat
  • 2006
  • Ingår i: Sverige - en social och ekonomisk historia (Red S Hedenborg och M Morell). - Lund : Studentlitteratur. - 9144039158 ; , s. 231-261
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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50.
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