No / FP7

No / FP7

No

No

No

No

No / FP7

No

Denna intervjustudie utforskar människors erfarenheter från ett långtgående jämställdhetsprojektsom bedrivits i en ideell politisk ungdomsorganisation. Syftet är att undersöka erfarenheterna frånjämställdhetsprojektet för att förstå hur det genomförts, att identifiera potentiella analytiskaingångar för vidare forskning, och att leta efter eventuella överförbara strategier förjämställdhetsarbete. Organisationen sjösatte för ett antal år sedan ett stort internt förändringsprojektmed målet att ”killar och tjejer ska kunna vara medlemmar på lika villkor.” Arbetet har fått relativtstora effekter i organisationen, mycket har förändrats i fråga om makt, utrymme och representation.Projektets effekter och de strategier som använts utforskas i denna uppsats resultatdel. I analysdelenläggs olika teoretiska perspektiv på det empiriska resultatet i syfte att identifiera analytiska ingångarför vidare forskning. Analysen sker på tre nivåer; jämställdhetsprojektet i sig analyseras, informellastrukturer och skapandet av kön analyseras, och organisationsförändringen som en helhetanalyseras. I den avslutande diskussionen sammanfattas uppsatsens huvudslutsats – att endjupgående förändring av könsstrukturer inom en organisation verkar vara något som går attgenomföra på relativt kort tid. Sammanfattningen av frågeställningarna tjänar som en beskrivningoch illustration kring hur det gått till. Uppsatsen bottnar i en förståelse av att rum för jämställdhetinte är något som finns eller inte finns – rum, i betydelsen fysiskt eller socialt utrymme, är någotsom görs. / This interview studie explores experiences from a extensive gender equality project, conducted in anon-profit political youth organization. The aim is to explore the experiences of the project in orderto understand how it was implemented, to identify potential analytical inputs for further research,and to look for any transferable strategies. The organization launched a few years ago a majorinternal project to reach the goal, that " men and women are to be members on equal terms. " Theproject have had a relatively large impact, much has changed in terms of power, space andrepresentation. The project's impacts and the strategies used are explored in this papers resultsection. In the analysis section various theoretical perspectives are applied on the empirical resultsin order to identify analytical inputs for further research. The analysis is done at three levels: theequality project in itself is analyzed , informal structures and the creation of gender in theorganisation is analyzed, and the organizational change as a whole is analyzed. The endingdiscussion summarizes the thesis main conclusion - that a profound change in gender structureswithin an organization seems to be something that can be reached in a relatively short time. Theessay is grounded in an understanding that room for gender equality is not something that may ormay not exist - room, in the meaning physical or social space, is something that is done .

The study explores gender representations in English literature texts used in Tanzanian secondary schools. The aim of this research is to raise awareness of, and contribute to, the general discussion regarding gender equality, and about the meeting the Millennium Development Goals (MDGs). The goals have been adopted by the government of Tanzania since 2000. The third goal (MDG 3) seeks to promote gender equality and the empowerment of women in all levels of education by 2015. The aim of this thesis was to examine the discourses underpinning the teaching of literature in Tanzanian schools in order to examine the extent to which gender representations within the texts, and as mediated by teachers, supports this discourse of equality. The inquiry is explored through a textual analysis of the texts which were used in secondary schools in Tanzania during observation, using postcolonial and feminist perspectives. The study further involved interviewing literature teachers and students, policy makers and curriculum planners and obtained their views about the representations of gender. Data were collected in six schools in three regions of Tanzania, namely Mwanza, Dodoma and Dar es Salaam. Analytical induction has been used to analyse the data collected from interviews and observation. Findings from textual analysis show that some of the texts selected for study do convey strong messages in favour of demarcation between women’s and men’s traits, roles, and occupations, but others do not. Most of this latter group criticise traditional constructions of masculinity and femininity portraying women as subordinate to men and victims of domestic violence, and traditional African practices such as arranged marriage, female genital mutilation and the denial of educational rights. Findings from observations revealed that the texts were tackled relatively uncritically. Teachers rarely encouraged pupils to engage critically with gender issues arising in the texts. Findings from interviews and observation revealed that teachers are not trained to include the goal in their teaching. The thesis concludes that although some of the literary texts have emancipatory aims as revealed in the textual analysis, the gender equality goal is unlikely to be achieved unless the implicit understandings of gender relations in teachers’ classroom practices are addressed. Recommendations are made on how to promote a more critical engagement with gender issues through the teaching of literature in the Tanzanian context.