The purpose of this paper is to investigate how after school teacher's thoughts and beliefs about gender materializes in pupils' free play outdoors. Through the free play, pupils get access to an atmosphere where values are being exceeded and reconsidered in an unconditional way. We have asked ourselves the questions on which way the different ideas of gender create different sorts of climate for finding ones identity in the free play outdoors, how school teachers themselves want to relate to the free play outdoors and what understanding they have of the gender concept. The theory which is the basis for our study is taken from postmodernist feminism that is about liberation from gender identities and a redesign of the notions of what is feminine and masculine. One of the leading profiles of the postmodern feminism is the philosopher Judith Butler who wrote the book Gender Trouble (2007), from where our theoretical inspiration for our study is taken. We have used triangulation as a method for our data collection through interviews and non-participant observations. These have been conducted in three schools in southern Stockholm. Through our results, we have come to the conclusion that there are established notions of how pupils' behavior and needs in the free play outdoors are being influenced based on their gender. Furthermore, we have seen two different ways of how after school teachers can relate to the free play outdoors: the after school teacher who participate as a playmate or the non-participating after school teacher who observe and is available if needed. We have localized two factors that affect of how the after school teachers' understanding of the gender concept materializes in the free play outdoors: teacher ratio and time.

Att som man ha svårt att prata om känslor kan vara en konsekvens av en rådande manskultur som bland annat innebär att en man inte ska gråta eller vara för mjuk. Dock vågar allt fler män idag vara öppna om känslor och vågar stå emot den kulturen. Kända män har den fördelen att de når ut till vanliga människor och på så sätt kan influera samhällets syn på manskulturen. Denna studie handlar om nya typer av manligheten vilket studeras utifrån ett socialkontruktionistiskt perspektiv. Inom socialkonstruktionismen betraktas kön som sociala konstruktioner. Genom diskurspsykologiska analysbegrepp såsom tolkningsrepertoar och subjektsposition samt Judith Butlers begrepp subversivitet undersöks hur tre kända män framställer en ny typ av manlighet i sina tv-program. Resultatet visar hur männen använder repertoarer som den emotionella, visuella och den altruistiska och kan tillskrivas och inta subjektspositioner såsom spexaren, den empatiska och den kramgoa. Männen visar således upp en alternativ ”mjuk” man för tv-tittaren och gestaltar en ny form av manlighet, där feminina egenskaper hos männen kommer till uttryck, både språkligt och visuellt. Genusbegreppet subversivitet synliggör hur männen gör vissa motstånd mot traditionella könsnormer. Resultatet kan därför ses som ett alternativ till machokulturen då den synliggör för den nya manligheten.

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.

This thesis examines the way that subversivity is produced in relation to the name of the author, as understood by Foucault, and what potential for ressistance that can be glimpsed there. This from the reading of three text that in different ways relate to that theme. Firstly, throught the reading of "Isis mamma är genusvetare, skribent och konstnär, min mamma är f.d. städerska, kokerska och dagisfröken, numera förtidspensionär med diagnosen fibromyalgi" by Lidija Praizović, a text that actively work with the internal production of different exteriorities. The text uses these exteriorities, both to commit the violation needed in order to establish it's perspective toward a capitalist publicity, and to anticipate the response and argument towards the text in the same publicity. The becoming of the proletarian class awereness is in the text partly formed in terms of origin and political ressentiment. But when used in litterature the analysis show that they produce subversive collective assemblies and question the border of political discourse. The way we become subjects in submission in terms of being bodies, irrational, specific in relation to a liberal sphere that produces the superior as invisible and bodyless, can establish it's pespective as human and universal when turned into literature. Throughout this processes the proletarian position is produced as an instance of power both internal to the text and pointing outwards, from the text. The analysis futher shows how conventions that regulate the spreading of discourse through the name of the author in capitalism, can be used to circulate experiences of submission that has the formation of collective assemblies as their potential. A process that is directly related to the post-­‐fordist capitalisms needs for new forms of life in order to reproduce. The two other texts, "Nej, man har inte rätt att skriva vad man vill" by Lyra Ekström Lindbäck, and "I huvudet på Lidija Praizović" by Tove Folkesson, was produceed as a reaction to the first texts apperance in the public sphere. The first one is critical to the text and the name, but is still making claims on a subversive position. The reading of it shows that the making of that claim, in relation to the need to produce ones own name as an author name in community with the liberal public sphere, results in a blocking of the subversive potential and a reduction of the subversive to only a marker on the name. A reaction that is in turn foreseen by the first text in it's working with the anticipation of readers responce. The reading of the second text shows how, throught the production of a complete affinity with the exteriority that is the athor name of Lidija Praizović, the potentially dangerous class position is reduced and disarmed. That occurs partly throught a reduction of the class position to aspects that only allows political ressentiment and loneliness. This turns the subversivity and the violation associated with the name of Lidija Praizović to functions for the name of Tove Folkesson. Something that in turn shows not only the potential of using these aspects of political becomings as grounds for building something that goes beyond them, but also the dangers of it. Both texts can therefore be seen as two different attempts to block the spreading of the subversive by using it solely to produce the name of the author.