<p>In this essay I examine how the norm-critical material <em>”BRYT! ett metodmaterial om normer i allmänhet och heteronormen i synnerhet”</em> is used by Hyresgästföreningen in Stockholm in their education of personnel in the perspective of equalisation. I’ve mostly been interested in how the personnel who takes part in workshops about the material react and reflect in relation to the purpose of the material. How do they discuss about norms and the connection to discrimination and how do they look upon the power and responsibility that comes with power in relation to norms?  Earlier research in norm critical pedagogy and the critic of tolerans pedagogy perspective helps me to analyse how critical pedagogy stands above non-critical pedagogy in many perspectives.</p><p>By observing workshops and by interviewing personnels taking part in these workshops I’ve examined how they react on both the practical and theoretical parts of the material.</p><p>To summarise my examination I find the personnel who is educated in working with the material discover new experiences in knowledge and on how norms and discrimination functions. They explain that they have experienced knowledge about the connection between norms and discrimination and thereby how oppression could be counteracted and prevented.</p>

In this essay I examine how the norm-critical material ”BRYT! ett metodmaterial om normer i allmänhet och heteronormen i synnerhet” is used by Hyresgästföreningen in Stockholm in their education of personnel in the perspective of equalisation. I’ve mostly been interested in how the personnel who takes part in workshops about the material react and reflect in relation to the purpose of the material. How do they discuss about norms and the connection to discrimination and how do they look upon the power and responsibility that comes with power in relation to norms?  Earlier research in norm critical pedagogy and the critic of tolerans pedagogy perspective helps me to analyse how critical pedagogy stands above non-critical pedagogy in many perspectives. By observing workshops and by interviewing personnels taking part in these workshops I’ve examined how they react on both the practical and theoretical parts of the material. To summarise my examination I find the personnel who is educated in working with the material discover new experiences in knowledge and on how norms and discrimination functions. They explain that they have experienced knowledge about the connection between norms and discrimination and thereby how oppression could be counteracted and prevented.

Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer. / The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.