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Gender and Change : Power, Politics and Everyday Practices
- 2012
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Research on gender aims to contribute towards a better society with the help of scientific tools. Change is therefore a key concept in gender studies. With a wide range of theoretical frameworks, methodological approaches and empirical materials from Sweden, Norway and Iceland, this book investigates how gender relations are shaped, reproduced, and challanged. Collectively, the papers in this volume point to where we are heading in terms of gender relations. Where are the seeds to change, and how does power make possible or impede on change?
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| 4. |
- Hedlin, Maria, et al.
(författare)
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Challenging Gender in Teacher Education
- 2012
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Ingår i: Gender and change. - Karlstad : Karlstad University Press. - 9789186637057 ; , s. 113-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Hedlin, Maria, Docent, 1961-, et al.
(författare)
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Fun guy and possible perpetrator : an interview study of how men are positioned within early childhood education and care
- 2019
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 10:2, s. 95-115
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Tidskriftsartikel (refereegranskat)abstract
- Many countries call for more men to be teachers in early childhood education and care (ECEC). In Sweden, the issue has been discussed since the early 1970s, but despite these discussions there is little Swedish research that examines the notions and expectations associated with male teachers. International research has found that perceptions of men in ECEC can be very ambivalent and that physical contact between the male educator and children is a sensitive issue. By focusing on the interaction between educators and children, the purpose of this study is to investigate gender-specific beliefs about male preschool teachers. The empirical material consists of interviews with 50 informants. Of these, 17 are men and 33 are women. The results show that “the fun guy” and “the possible perpetrator” are two gender-specific positions that male informants are subjected to. The article discusses how men take up and resist the two positions, and argues for the need to further challenge gendered stereotypes in preschools.
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| 8. |
- Hedlin, Maria, Docent, 1961-, et al.
(författare)
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Fussy girls and chattering women : The construct and subordination of femininity in preschool teacher training
- 2018
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Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 188:2, s. 220-230
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are “feminine”, and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. “Femininity” might be used as a rhetorical and demeaning stereotype by them. Women and femininity however, are not interchangeable concepts. Failure to acknowledge this can pave the way for subtle sexism against girls and women. Our argument is supported by ethnographic observations and interviews with student teachers. By means of a Foucauldian genealogical analysis we uncover the conditions of possibility for two long-lasting feminine stereotypes. One stereotype argues that young girls should never fuss. The other claims that women are chattering gossipers. Our study shows that these archaic notions persist in Swedish preschool teacher training, despite its long tradition of work for gender equality.
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