Förskolans styrdokument är överens om att de grundläggande demokratiska värderingarna ska vara grunden i förskolans verksamhet. Diskrimineringsombudsmannen säger att det ska finnas en plan för att skapa främjande insatser och förebygga diskriminering och kränkande behandling, planen utgår från diskrimineringsgrunderna. Genom normkritik ges förskolläraren kunskap och detta beskrivs som en grund i ett framgångsrikt likabehandlingsarbete. Genom normalisering utvecklar förskolläraren ett normkreativt förhållningssätt. Förhållningssättet hos förskolläraren påverkar barnens roll i likabehandlingsarbetet. Barnen ges inflytande och delaktighet i likabehandlingsarbetet, det är förskollärarens ansvar. Syftet med detta arbete var att undersöka hur förskolläraren implementerar likabehandlingsplanen i den pedagogiska verksamheten. Implementering av likabehandlingsplanen kräver medvetenhet.  Studien utgick från intervjuer med verksamma förskollärare. Intervjuerna undersökte betydelsen av likabehandlingsplanen, barnens delaktighet och hur den systematiska dokumentationen genomförs. Förhållningssätt och arbetssätt blev kärnan i resultatet. Likabehandlingsarbetet kräver kunskap om samhällets utveckling, stöd från förskolechef, planering, kreativitet och vidgande av normer. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

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>

As the notion of sustainability has gained prominence in the past decade, so have different disciplines that have addressed sustainability issues from an educational standpoint, for example Environmental Education and Education for Sustainable Development. Both fields have been called out for shortcomings such as omitting social considerations to sustainability issues and reproducing neoliberal framings that go hand in hand with oppressive power structures and systemic inequality. To better grasp how sustainability education is framed in relation to anti-oppressive pedagogy, this research conducted a Critical Discourse Analysis on selected materials that were publicly available on the websites of three international high schools with sustainability-oriented curricula—Green School, United World Colleges, and Amala Education. From the analysis of the selected documents, the three educational organizations’ discourses of sustainability align with the narrative of Education for Sustainable Development and lack critical considerations on the embeddedness of their sustainability education, and the larger sustainability challenge, in neoliberal framings and systems of oppression that reproduce inequality and marginalization and that constrain processes of transformation. While language that relates to the framings of anti-oppressive pedagogy was present, to different extents, in the texts of the three organizations, it was not framed in relation to sustainability, but as a separate layer of educational practice, lacking problematization on the role of sustainability education discourses in the making of anti-oppressive sustainability education, and on the critical significance of considering anti-oppressive pedagogy for the making of sustainability education.

Syftet med studien är att undersöka hur förskollärare uppfattar begreppet normkritik och hur de tillämpar det i arbetet med barnlitteratur i förskolan. Forskning kring det normkritiska perspektivet visar att det krävs stor medvetenhet kring normer och privilegier för att vi inte omedvetet istället förstärker normer och skapa utanförskap. Tidigare forskning har visat att förskollärare tycker att det är svårt att implementera normkritiska arbetssätt på ett enkelt sätt i förskolans vardag. De upplever heller inte att de har tillräckligt med utbildning eller förståelse för ämnet. Genom kvalitativa intervjuer och en tillämpning av normkritiskt perspektiv i analysen har vi undersökt vilka normer som lyfts i samtalet kring begreppet normkritik och vilka normer som inte nämns. Studien undersöker även förskollärares uppfattningar om arbetet med barnlitteratur ur ett normkritiskt perspektiv. Empirin består av tio intervjuer av förskollärare i geografiskt olika områden i Sverige.   Undersökningen visar att förskollärare definierar normkritik på tre olika sätt. De beskriver normkritik som ett förhållningssätt, en medvetenhet om egna privilegier och fördomar och som ett synliggörande av normer och strukturer. Studien visar att alla förskollärare i undersökningen anser att de har förståelse för ämnet, antingen genom utbildningen eller eget intresse. I studien framkommer det att genus är den norm som uppmärksammas mest, både i definitionen av normkritik och i förskollärarnas uppfattningar om arbetet med barnlitteratur. Vi kan också se att fortbildning i normkritik behövs för att ge förskollärarna bättre förutsättningar att välja bra litteratur till förskolan. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

Is there a symbiosis between gender equality and teaching materials? If yes, are we talking about representation, a percentual divide of pages or of anti-oppressive pedagogy? This study has its origins in the social science subject within the Swedish school system and focuses on analyzing the gender equality in textbooks. It is of importance as gender equality is a central topic in the Swedish curriculum on which the education is built on. The purpose of the study is to gain knowledge about how gender equality is portraited in textbooks addressed for the Swedish upper secondary school. The basis for this study sets in the anti-oppressive theory combined with a performative approach and the discourse of sencemaking. The anti-oppressive pedagogy addresses social values in relation to gender roles and the upholding of hierarchies. The performative approach works together with sencemaking to describe the textbook’s co-creation upon perceptions of reality. It states that if something is repeated enough times, patterns and values are made that outlines the gender roles in society. The method used in this study is a qualitative text analysis by means of evaluating the concept of gender equality as well as to investigate how it is presented, pictured and mediated through the texts.   The study shows that gender equality is limited within the textbook to a political goal with emphasis on labor legislation, and foremost about wages. Gender equality is also portraited mainly by means of statutory formal change, which neglects the operative gender equality. It also shows that women somewhat are excluded from representation even within the content of their own historiography. Men are given more content in total which could lead to difficulties for female pupils to find the text meaningful by means of representation. Sweden is viewed upon as a pioneering country when it comes to gender equality and is compared to other countries less influent work on the subject. This could influence the correlation of power between westerners, Swedes included, and the others in relation to the performative approach. Finally, the study argues for the balance between managing gender equality as a separate text episode as well as it being integrated in other sections of the textbook.