The purpose of this bachelor thesis Leisure-time pedagogues physical positioning on the school playground from a gender perspective is to examine the interaction between the leisure-time pedagogues and pupils during school break activities and how their physical positions on the school playground, and the pedagogues’ gender, reduces or amplifies the current gender stereotypes. Previous research has indicated that the school’s pedagogues play a significant part in the development of the pupils’ identity. Pedagogues’ approach, treatment, interaction and expectations towards pupils’, along with the school playground’s layout, are of importance. This thesis uses gender theory based upon various feminist perspectives. These present relevant concepts such as gender order, feminism, “genderfication” and gender equality. The empirical data has been collected through three observations and three computer-aided interviews. The result has proven that the gender of the pedagogue plays a certain part in the interaction with the pupils. Popular sports such as football and basketball are preferred by boys and male pedagogues while softer activities without competitive elements are preferred by girls and some boys. Our interpretation is that there is some reinforcement of stereotypical gender patterns during the school break activities. We see a correlation between how pedagogues work at our observed schools and what other researchers have presented in their studies. / Syftet med den här uppsatsen är att utforska samspelet mellan fritidshemspersonalen och eleverna under rastverksamheten, hur de placerar sig fysiskt på skolgården och om pedagogens kön kan försvaga eller förstärka könsmönster. Tidigare forskning har indikerat att skolans olika pedagoger spelar en väsentlig roll för elevernas identitetsutveckling. Pedagoger förhållningssätt, bemötande, interaktion, förväntningar på eleverna och skolgårdens utformning är centrala. Den här uppsatsen använder sig av genusteori med rötter i olika feministiska perspektiv. Dessa presenterar relevanta begrepp som könsordning, feminism, genusifiering och jämställdhet. För att samla in det empiriska materialet har vi använt observation och datorstödd intervju som metod. Materialet består av tre observationer och tre intervjuer. Resultatet visar att pedagogens kön spelar en viss roll i arbetet med eleverna. Dels är sport som fotboll och basketboll dominerat av pojkar och manliga pedagoger medan lugnare lek utan tävlingsmoment lockar fler flickor och en del pojkar. Vår tolkning är att det råder viss förstärkning av stereotypa könsmönster ute under rastverksamheten. Sett till tidigare forskning uppfattar vi en klar korrelation mellan hur pedagoger arbetar på de observerade skolorna och vad andra forskare har presenterat i sina studier.

The purpose of this study has been to contribute knowledge to research in the leisure area. The study has focused on leisure staff without college education. The aim was to determine how they interpreted and worked with the concept of inclusion for pupils with special needs. This has been done using a qualitative research methodology and a case study. Interviews have used as a data collection technique. The theoretical framework from which the study was examined were three different definitions of the concept of inclusion; the placement-oriented, the individual-oriented and the communityoriented. In this framework, there are two special pedagogical perspectives that is; the categorical and the relative perspective.  In the result, it was found that leisure time staff associate the concept of inclusion with the adaptations they make for pupils in need of support. Which suggests an individual-oriented definition of inclusion. Their way of working showed two directions in the result. The one against the individual-oriented and the other community-oriented. The challenges that existed were that the number of pupils in the groups were many and that made hard to see pupil and hence created a stressful environment.