This study was conducted with the aim to make gender representation visible in books that are being read-aloud to pupils in the grades 0-3. The study was based on two questions: “What does the representation of gender look like in the books that are being read aloud to the pupils?” and “What does the figuration of the books' characters look like from a gender perspective?”. Initially, the importance of equality according to the different national policy documents was presented. Swedish schools have a mission, according to the curriculum, to achieve equality. This is necessary because research showed that children were affected by gender norms and made choices based on them. Therefore, several authors meant that teachers should be making conscious book choices, where they choose norm-critical books. According to the curriculum, children should face different kinds of stories in school that give them new knowledge and insight. The read-aloud book that the teacher chooses could be used as a tool for opening discussions about gender. The method for collecting data went in several steps. First, several libraries across the country were asked to send their statistics of the most borrowed children's literature in the age gap of 6-9 or 9-12. The statistics then were compiled into one list of the 18 most popular children´s books. A survey was then conducted with the compiled list of books, and it was sent out into two Facebook groups, for teachers to answer. The teachers answered the question if they have or are planning to read this book with their pupils. The five most popular books were then analysed with the help of our own constructed analysis-tool, and the method for analysing was qualitative text analysis and semiotic picture analysis. This study's theoretical framework was Hirdman´s (1988; 2003) theory of gender system, gender contract and three different formulas to express gender stereotypes, Harding´s (1986) theory of symbolic and structural gender and Nikolajeva´s (2017) scheme of stereotypical attributes. The result showed that the representation of gender was rather equal between the two sexes. The characters' portrayal on the other hand went mostly in line with the stereotypes for their gender, with some exceptions. Female characters were mostly portrayed as caring and passive, with makeup and long eyelashes. Male characters on the other hand were mostly portrayed as active and brave.Finally, further research should be made where the impact of fiction on young children is analysed, and there is also a need for further research on Swedish children's books from a gender perspective. Further research could also be made where booktalks after a read-aloud session are used to open discussions about gender. / Föreliggande studie syftade till att synliggöra representationer av genus i de högläsningsböcker som läses för elever i F-3. Frågeställningarna studien utgår från är: ”Hur ser representationen av kön ut i de högläsningsböcker som läses för elever?” och ”Hur ser gestaltningen av böckernas karaktärer ut ur ett genusperspektiv?”. Studiens metod bestod av ett flerstegsurval, där flertalet stadsbibliotek runt om i landet kontaktades med en förfrågan om att få deras statistik på de mest utlånade barnböckerna. Statistiken sammanställdes till en lista och utifrån den konstruerades en enkät. Enkäten skickades ut i två Facebookgrupper för lärare och lärarstudenter samt till enstaka skolor. I enkäten, som enbart riktade sig till F-3 lärare, fick respondenterna besvara om de har eller planerat att högläsa någon utav de böckerna som framkom från stadsbiblioteken för sina elever. De fem mest populära barnböckerna valdes sedan ut för analys. Studiens teoretiska utgångspunkter var Hirdmans (1988; 2003) teori om genusordning, genuskontrakt och tre formler för könsstereotyper, Hardings (1986) teori om strukturellt, symboliskt och individuellt genus samt Nikolajevas (2017) schema för stereotypa egenskaper. De valda analysmetoderna som användes vad kvalitativ textanalys och semiotisk bildanalys där ett eget analysverktyg konstruerades och användes. Resultatet visar att de analyserade böckerna har en jämn fördelning av manliga och kvinnliga huvudkaraktärer, centrala karaktärer och illustrerade karaktärer. Det visar också att karaktärerna ofta skildras i enlighet med stereotypen för deras kön. Slutsatsen var att mer forskning behövs inom områdena skönlitteratur och genus, specifikt där svenska barnböcker analyseras ur ett genusperspektiv samt forskning om hur skönlitteraturen påverkar elever. Vidare forskning behöver även behandla hur och om samtal efter högläsning kan öka elevers förståelse om genus.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hh-47406 |
| Date | January 2022 |
| Creators | Ekelund, Sofia, Blegel, Alexsandra, Jangstål Bäckman, Emelia |
| Publisher | Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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