Sexuality, sex, and gender represent three out of seven grounds of discriminations, and teachers carry the duty to actively counteract discrimination according to the Swedish National Agency for Education. Even though Sweden is in fifth place of gender equality and teachers are supposed to educate students to become accepting human beings, the Swedish Schools Inspectorate published that only one out of three Swedish teachers include LGBTQ questions in their teaching. This paper aims to summarise what research says about the effects of LGTBQ inclusion in the early years of Swedish primary school. After systematically searching for academic sources in three different databases, and then assessing them, the results were reoccurring. While the Swedish LGBTQ teaching is inadequate, British, and American research shows that the effects of a LGBTQ inclusive curriculum are motivated and committed students, that have greater understanding for social injustices, leading to less discrimination. The results are discussed based on what the relevance is for Swedish primary school, in accordance with the Swedish National Agency for Educations’ fundamental values and overall goals, and the core content of civics.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-57524 |
| Date | January 2023 |
| Creators | Ahlström, Agnes |
| Publisher | Malmö universitet, Institutionen för samhälle, kultur och identitet (SKI) |
| 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 |
Page generated in 0.0025 seconds