Den här studien syftar till att analysera hur genus görs i sagor som blir lästa i förskolan. I min studie analyserar jag folksagor och konstsagor från 1800-talet samt moderna sagor. Metoden jag använder är kvalitativ litteraturanalys med ett poststrukturalistiskt perspektiv på genus. Resultatet visar att de äldre sagorna förstärker de traditionella könsrollerna medan de nyare sagorna försöker utmana dem. Det manliga är norm i sagor och kvinnan ses på som det andra könet. Forskning visar att litteratur påverkar barnens identitetsskapande och hur barnen uppfattar omvärlden. Min analys kan användas för att uppmärksamma förskollärare på vikten av att vara normkritisk i valet av sagor. För att kunna uppnå läroplanens mål om jämlikhet och lika rättigheter oavsett könstillhörighet, måste förskollärare vara medvetna om vilka normer sagorna de läses speglar. / This study aims to analyze representations of gender in fairy tales read in preschool. I have analyzed folk tales and literary fairy tales from the 19th century and contemporary tales. The method I have used is qualitative literature analysis with a poststructuralist perspective on gender. The results show that older fairy tales maintain the traditional gender roles more than newer fairy tales. The male is norm and women are considered the other sex. My analysis can be used to draw the attention of preschool teachers to the importance of norm criticism in storytelling. Research shows that literature affects how children perceive the world and children's identity formation. In order to achieve the curriculum's goals of gender equality and equal conditions regardless of gender, preschool teachers need to be aware of the norms the fairy tales they read to children contain.

This study analyzes how preschool teachers describes gender and equality in a preschool setting, how they describe their equality work in preschool activities and how this has changed over time. With a discourse analysis and a feminist poststructualist perspective, interviews with preschool teachers were held. The results show that there are several dominant discourses about gender and equality active in preschool at the same time. In addition, these can clash with each other. The result also highlights preschool teachers’ stories where children are seen as individuals, regardless of their gender and how the view of children and their childhood has changed over time. The preschool has a complex practice where many subjects are included due to the Swedish curriculum, LPFÖ 18. This study focuses on this dilemma and how it can affect children’s opportunity for learning and development on equal terms.