Portraits of Swedish natureculture identity – entanglements of (gender) equity and integration in early childhood education

Photographs of children are used on a daily basis in Swedish preschool practice. Although the preschool curriculum prescribes gender equality and celebration of diversity, photographs of indoor activities have shown to display a homogenous view of children and an emphasis on masculine-coded productions and accomplishments. This article examines 325 photographs of outdoor activities from Swedish preschools with diverse ethnic compositions. Our results reveal a Swedish natureculture identity that is more explicitly performed in the multi-ethnic preschool classes. Since ideals of gender equality and closeness to nature connect to the image of Swedishness, this can be understood as compensatory pedagogy. Moreover, the natureculture identity appears to be neutral in relation to ethnicity and gender, which risks rendering diversity invisible. However, the displayed neutrality is also possible to understand as working towards equity where conventionally feminine values such as care, empathym and sensitivity are underscored as desirable for everyone.

Günter, Katerina PiaCentre of Gender Research, Uppsala University, Uppsala, Sweden (författare)
Högskolan i GävleUtbildningsvetenskap (creator_code:org_t)

Ingår i:Gender and Education: Taylor & Francis Group36:5, s. 527-5440954-02531360-0516

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