Abstract Bachelor essay in Pedagogy by Johan Lidén &Kristian Sagfors, 2011. " Genus i gymnasieskolan: En oengagerande fråga ?". Supervisor: Zeki Yalcin Gender and gender equality in our school system has throughout the years become a well researched subject, however most of that research has focused on the lower levels of compulsory school. The upper secondary school has not gotten the same attention. We have chosen to explore how social science teachers in upper secondary school treat the subject of gender and gender equality, what strategies they apply in the classroom and how their pupils respond to the subject. We wanted to get access to their classrooms so we could do an ethnographical study to find the answers to how their lessons were planned and executed, if different teachers made different didactic choices depending on the orientation of the class. As our work progressed we ran in to an interesting problem which ultimately made us rethink the purpose of this paper. In our pursuit of respondents we contacted many schools by e-mail and later visited the schools to find participants. This proved difficult as we were met with a wall of silence and lack of interest. We decided that instead of an ethnographical study we would do interviews with teachers to get their view of gender with regards to themselves, the curriculum, organization and what attitudes they perceived their pupils had. We also added the silence and lack of interest we met as something to further investigate in our essay. The results indicate that satisfactory gender education depend on the individual employer and employees’ interest and awareness of the subject. We found that that there is some resistance among the organization from individual teachers and other staff as well as among some of the pupils. The curriculum states that gender equality is an important part of the overall values in our school system, however, the curriculum leaves a large room for interpretation and gives the teachers freedom what to include in their lessons. We feel that ties into the silence and overall lack of interest we met when approaching potential participants for our study. If a teacher is not interested in topics regarding gender or feel that they are not competent enough on the subject they are less inclined to incorporate gender in their lessons. We would like to see further research being made with regards to the upper secondary school. Key Words: Genus, genusundervisning, gymnasium, läraruppfattningar, tystnad

Syftet med denna studie var att utforska sex förskollärares perspektiv, åsikter och känslor kring genusimplementering i två svenska förskolor. Denna kvalitativa studie strävade efter att undersöka hur förskollärare implementerar läroplanen och vad de känner när de implementerar den samt om de anser att en förbättring av läroplanen behövs. Det gjordes genom att tillämpa en kvalitativ undersökning av semistrukturerade intervjuer. Empirin analyserades genom en tematisk analys. Den teoretiska utgångspunkten i studien utgick från implementeringsteorin, som dels handlar om hur dokument används i praktiken. Men det handlar även om hur dokumentet fungerar, hur personerna som implementerar dokumentet känner, vad de anser är bra och vad som behöver förbättras. Ett övergripande resultat för studien var att samtliga lärare som intervjuats ansåg att genusimplementeringen är ytterst viktigt och är något som kommer naturligt. Resultaten visade också att läroplanens genusmål implementerades genom aktiviteter som bokläsning och lek. Det fanns en viss oro bland lärarna om vilka gränser som inte bör överskridas i genusimplementeringen. Men alla lärare var samtidigt positivt inställda och såg vikten i att implementera genus i undervisningen.