Esta investigación constituye como tema principal el binarismo de género el cual, a lo largo de la historia, se ha hecho presente por la asignación normativa de formas de expresión, actuar y apariencia física a los sexos hombre y mujer. Este espectro, al clasificar los sexos en únicamente dos géneros (masculino y femenino), ha conllevado a que se construyan roles de género e ideales, los cuales han producido estigmas y patrones de género que perjudican a las personas que no se identifican y/o se expresan de forma distinta a su género asignado al nacer. Por ello se ha realizado un análisis teórico que estudia al binarismo y su vínculo con la indumentaria, lo cual permite entender de qué manera se manifiesta visualmente la diferenciación entre sexos y hasta qué punto trasciende esto a las conductas y formas de expresión de las personas. El presente trabajo busca estudiar a un grupo de jóvenes para entender su percepción acerca del binarismo de género en la indumentaria y como se manifiesta o no en la forma que visten. Posteriormente, al análisis teórico se buscará respuesta al objetivo principal mediante entrevistas y focus group, para analizar de una forma más cercana sobre sus experiencias, conocimientos y percepciones, en base a la teoría del binarismo de género y sus manifestaciones. / This research constitutes the main theme of gender binarism which, throughout history, has been made present by the normative allocation of forms of expression, action and physical appearance to the sexes of men and women. This spectrum, by classifying the sexes into only two genders (male and female), has led to the construction of gender roles and ideals that have produced stigmas and gender patterns that harm certain people who do not identify and / or express themselves differently from their gender assigned at birth. For this reason, a theoretical analysis has been carried out that studies binarism and its link with clothing that allows us to understand how it manifests itself visually and to what extent it delimits the behavior of people according to their assigned gender. This work seeks to study a group of young people to understand their perception of gender binarism in clothing and how it is manifested or not in the way they dress. Subsequently, the theoretical analysis will seek an answer to the main objective through interviews and focus groups, to analyze more closely about their experiences, knowledge and perceptions, based on the theory of gender binarism and its manifestations. / Trabajo de investigación

The erasure of queer identities in EFL textbooks has been well documented, both in Swedish and international contexts. However, not much has been studied regarding queer representation is Sweden’s other L2 subject, Swedish as a second language (SVA). The present study aimed to examine queer representation and ideologies on gender and sexuality within Swedish upper secondary EFL and SVA textbooks, as well as to examine teachers’ perceptions on queer-inclusive education. Two textbooks per subject were analysed (N=4), and two teachers per subject (N=4) were interviewed; The data was analysed using both qualitative content analysis and critical discourse analysis. The results showed that all textbooks constructed gender as binary, actively erasing non-binary identities. In all textbooks, the construction of sexuality was mostly influenced by heteronormativity. There was also a tendency to have the queer representations be famous people (e.g., Oscar Wilde). Additionally, queer characters (unlike heterosexual ones) were not allowed to be portrayed partaking in explicit sexual or romantic activities, creating a distance to the queer characters where they passively exist “over there”. Regarding the interviews, all teachers reported that queer-inclusive teaching was important, but their reports also indicated to a discourse of tolerance where only explicit discriminatory practices are engaged with (allowing underlying discriminatory ideologies perpetuate). They reported of challenges in implementing queer-inclusive education such as: students challenging queer topics, cultural differences, and a disconnect between the schools’ values and the values at students’ homes. A striking difference between the EFL and SVA teachers were that the SVA teachers displayed difficulties in explicitly using queer-related vocabulary (such as gay and LGBTQ+), and instead relied of referential pronouns. Overall, the findings showed that the textbooks displayed ideologies of heteronormativity and gender binarism, and the interviewed teachers perceived queer-inclusive education as desirable, but with difficulties in addressing. Generally, there were no differences between the subjects, with the exception of the SVA teachers’ difficulties in using queer vocabulary.

No description available.

No description available.