This essay aims to map how the Swedish school prevents and counters the culture of honor and honor-related violence directed at young women. The culture of honor has intensified in Swedish schools and is a relatively new area for Swedish schools to deal with. By applying three different theoretical perspectives - cultural, feminist and intersectional, the purpose of the theoretical perspectives is to function as an instrument for mapping the tools that the Swedish National Agency for Education proposes to counteract honor oppression towards young women in Swedish schools. At the same time, it will be examined how these efforts are reflected in the curriculum, with particular regard to honor-related violence and oppression. The method for the analysis is a qualitative text analysis of the Swedish National Agency for Education's publications. By interpreting the National Education Agency's publications and the Swedish curriculum, the analysis aims to gain a deeper understanding of how Swedish schools work to prevent honor-related violence against young women. The conclusion shows that the Swedish school works preventively and counteractively through the Swedish National Agency for Education's support material aimed at school staff, but also through the curriculum, which is a guiding document. The Swedish school's tools against honor-related violence and oppression can be mapped from a cultural and feminist perspective, but not from an intersectional one. With the greatest focus from a cultural and feminist perspective when analyzing the school's measures based on the theories.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-126317 |
| Date | January 2024 |
| Creators | Berisha, Kastriot |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| 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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