Studien söker svara på i vilken utsträckning andra kön än de binära omnämns i läromedel för grundskolan och huruvida materialet möjliggör könslig identitetsutveckling för ickebinära elever. Det material som studeras är läromedel för år 4-9 i ämnena biologi och samhällskunskap, utgivna mellan 2004-2016. För att räkna i vilken utsträckning omnämnanden görs av ickebinära kön, identiteter och uttryck används kvantitativ innehållsanalys. Resultatet av räkningen analyseras sedan utifrån studiens queerteoretiska och normkritiska teoretiska utgångspunkter. Studiens konklusion är att representationen av ickebinära kön är låg, framför allt gällande år 4-6 och att möjliggörandet av ickebinär identitetsutveckling således är försvårad. Detta kan innebära brister i skolornas demokrati-, likabehandlings- och antidiskrimineringsarbete. Slutsatserna kan ligga till grund för fortsatta studier i hur läromedel i framtiden skulle kunna frångå tvåkönsnormen.

Syftet med denna uppsats är att utveckla sex- och samlevnadsundervisningen med hjälp av queerpedagogiska teoretiska synteser. Resultaten från teoriutvecklingen är följande: - Queerteoretikern Butlers begrepp subversivitet kopplas till Piagets begreppspar ackommodation/assimilation. - Det queerteoretiska begreppet performativitet kopplas till Vygotskijs teori om språket som redskap för förändring, samt till hans teori om det kollektiva minnet. - De av Kumashiro sedan tidigare skapade fyra strategierna för förändring, inspirerade av Freires frigörande pedagogik samt poststrukturella teorier. Några slutsatser dras om hur en ny sex- och samlevnadsundervisning bör se ut. Perspektivskiftet från konstruktivism till poststrukturalism kan få sex- och samlevnadsundervisningen, förutom att synliggöra diskriminerande strukturer, att även bryta upp dessa strukturer med hjälp av subversiva metoder. Synen på makt och kunskap bör diskuteras, mer elevinflytande bör införas och en normmedvetenhet behövs hos både elever och lärare. / The purpose of this paper is to develop sex and relationship education using queer pedagogical theoretical synthesises. The results from the development of the theory are as follows: - The queer theorist Butler's concept of subversivity is connected to Piaget's concepts of accommodation and assimilation. - The queer theoretical concept of performativity is connected to Vygotskij's theory of the language as a tool for change, as well as his theory of the collective memory. - The four strategies for change, earlier created by Kumashiro inspired by Freire's emancipatory pedagogy and poststructural theories. Some conclusions about a new sex and relationship education are reached. The change in perspective from constructivism to poststructuralism can make sex and relationship education, instead of only making discriminating structures visible, also deconstruct these structures through subversive methods. The view on power and knowledge should be discussed, more student influence should be fostered, and finally, a better awareness of norms should be developed both in students and in teachers.

The aim of this study has been to analyze how society is constructed in the workbook Möte med människor från andra kulturer, a popular material within the “cultural competency” industry. The analysis has largely been carried out from the perspective of a pedagogy against oppression as it has been outlined by Kevin Kumashiro. I have found that the material combines discursive movements, which in complex and hybrid ways deconstruct, decenter, recenter and reproduce stereotypes and norms, through its normative language and pedagogy. A language constructing culture as cleanly demarcated, static and homogenous. Cultures are made mutually exclusive and cultural patterns dominant within Sweden are placed in a dichotomous relationship with the “immigrant” other, naturalizing the privileges of the former and the marginalization of the latter. The material attempts to structure a reflexive process encouraging the reader to develop a critical self-awareness. However, the material, more often than not, fails to move this beyond an individual level, other than to inscribe a static and excluding notion of “Swedish” culture and identity onto the reader. The material teems with critical potential but I argue that its ambition is mired by normative language and staging. This is not to say that it cannot encourage critical awareness, but inarguably, its ability to do so has been lessened.

<p> </p><p>The aim of this study has been to analyze how society is constructed in the workbook <em>Möte med människor från andra <em>kulturer</em>, a popular material within the “cultural competency” industry. The analysis has largely been carried out from the perspective of a pedagogy against oppression as it has been outlined by Kevin Kumashiro. </em></p><p>I have found that the material combines discursive movements, which in complex and hybrid ways deconstruct, decenter, recenter and reproduce stereotypes and norms, through its normative language and pedagogy. A language constructing culture as cleanly demarcated, static and homogenous. Cultures are made mutually exclusive and cultural patterns dominant within Sweden are placed in a dichotomous relationship with the “immigrant” other, naturalizing the privileges of the former and the marginalization of the latter.</p><p>The material attempts to structure a reflexive process encouraging the reader to develop a critical self-awareness. However, the material, more often than not, fails to move this beyond an individual level, other than to inscribe a static and excluding notion of “Swedish” culture and identity onto the reader. The material teems with critical potential but I argue that its ambition is mired by normative language and staging. This is not to say that it cannot encourage critical awareness, but inarguably, its ability to do so has been lessened.</p><p> </p>