There have been discussions about why men in Sweden to a greater extent vote for right-wing parties, the discussion about why women, on the other hand, vote on the left-wing parties is less often discussed. What really makes women and men vote so differently in a supposedly equal country like Sweden? This essay is a quantitative study where the aim is to contribute to increased understanding of the different voting preferences. The data used in the essay comes from the SOM institute from the University of Gothenburg. Previous research has shown that a shift took place around the 60s and onwards, women then started getting an education and jobs that did not only involve the home and family. With this, women began to vote more on the left-wing parties. Regression analysis and factor analysis have been carried out to find connections between how different perceptions of violence and socio-economic factors influence whether one votes left or right. The theoretical frameworks for this essay are the silent revolution, GAL-TAN and ethics of care. The results show that there are differences between women's and men's political preferences, where women are more to the left and men more to the right on the political left-right scale. The cultural factor ethics of care is connected to the aspect that social vulnerability is considered to be a contributing factor to the violence in society, and is the factor that most affects the gender gap in political preferences. The impact that structural factors have on political preferences is consistent with previous research. Finally, we have discussed limitations and recommendations for future research.

I denna vetenskapliga essä kommer jag att undersöka begreppet omsorg. Uppsatsen är skriven i essäform och har en hermeneutisk ansats. Min essä inleds med tre berättelser hämtade från mitt yrkesliv där jag varit delaktig som pedagog. I dessa situationer synliggörs dilemman kring hur omsorgsbegreppet kan tolkas och omsättas i förskolans praktik. Syftet med essän är att undersöka på vilka sätt omsorgsbegreppet kan förstås inom förskolan. Uppsatsens frågeställningar är: Hur kan begreppet omsorg förstås mot bakgrund av att relationen mellan barn och pedagog i förskolan är asymmetrisk Vilka faktorer kan påverka pedagogers meningsskapande av omsorgsbegreppet? samt Hur kan pedagogers meningsskapande av omsorgsbegreppet förstås i relation till rådande diskurser i förskola och samhälle? I min reflektion använder jag litteratur för att ställa frågeställningarna och berättelsen i relation till samtida diskurser gällande barnsyn, ålder, kön och genus. Jag undersöker begreppet omsorg utifrån Nel Noddings omsorgsetik. Min slutsats är att pedagogernas meningsskapande av omsorg har ett nära samband med diskurser i samtiden och förskolan. Utifrån ett omsorgsetiskt perspektiv anser jag att pedagogernas ansvar för relationen och omsorgen i omsorgssituationer är större än det talas om i förskolesammanhang idag. / This scientific thesis is written in the form of an essay in which I will inquire into the concept of care. The thesis is written in form of an essay and has a hermeneutic onset. My essay takes a starting point in three stories taken from my professional life where I had been involved as a pedagogue. In these situations the dilemma becomes visible about how the care concept can be interpreted and translated into pre-school practice. The essay’s questions are: How can the concept of care be understood in the light of the fact that the relationship between children and pedagogue is asymmetrical? What factors can affect the perception of the pedagogues of the concept of care? and How can educators' perception of the concept of care be understood in relation to current discourses in preschool and society?  In my reflection I use literature and my stories to set the questions in relation to contemporary discourses current to childcare, age, sex and gender. I will inquire into the concept of care from using Nel Noddings’ ethics of care. My conclusion is that pedagogue’s perceptions of care are closely linked to contemporary and pre-school discourses. From an ethics of care point of view, I consider that pedagogue’s responsibility for relationship and care in care situations is larger than it is spoken of in pre-school context today.

Nyckeln till en djupare förståelse av omsorgsbegreppet ligger i omsorgens verkliga synlighet i förskolan. Att synliggöra begreppet omsorg är dock inte lätt. Hur beskrivs omsorgsarbetet och hur förstår pedagogerna omsorg på ett djupare plan? Syftet med vår studie är att undersöka pedagogers förståelse av begreppet och emotionellt omsorgsarbete samt att ta reda på hur förskolor aktivt arbetar med omsorgsfrågor i sina arbetslag. Våra forskningsfrågor är följande; a) Hur beskriver pedagoger sin förståelse av begreppet omsorg? b) Hur förklarar pedagoger arbetet med barns rätt till omsorg? c) Hur tar pedagoger hand om och tillgodoser barns känslomässiga behov i förskoleundervisningen? Resultatet visar att omsorgen sker ömsesidigt i samspelet mellan pedagoger och barn men eftersom begreppet omsorg är mångsidigt och svårtolkat blir det sekundärt i förskoleundervisningen. Alla barn har rätt till lika mycket omsorg men det ser olika ut på grund av olika faktorer som barns ålder, personaltäthet, resurser, storleken på barngruppen et cetera. Respondenterna i vår studie framhåller att det inte samtalas tillräckligt mycket kring omsorg och hur man bedriver och aktivt arbetar med barns känslomässiga behov i förskoleutbildningen. / The key to a deeper understanding of the concept of care lies in the real visibility of care in preschool. However, making the concept of care visible is not easy. One must consider what care look like in its entirety between children and adults in today's preschool? How is care work described and how do the educators understand care on a deeper level? The purpose of our study is to examine educators' understanding of the concept of care and emotional care work and to find out how preschools actively work with care issues in their work teams. Our research questions are as follows; a) How do educators describe their understanding of the concept of care? b) How do educators explain the work with children's right to care? c) How do educators care for and provide for children's emotional needs in preschool education? The result is based on analyzes from a care ethics perspective by Nel Noddings. We have used Noddings concept to link educators' descriptions, which are from a care ethics perspective; role model, dialogue, practical actions and confirmation. The result shows that care takes place mutually in the interaction between educators and children but since the concept of care is versatile and difficult to interpret it becomes secondary in preschool education. All children have the right to the same amount of care, but it looks different due to different factors such as children's age, staff density, resources, size of the group of children etc. The respondents in our study say that there isn’t enough talk about care and how to conduct and actively work with children's emotional needs in preschool education.