This is a qualitative study based on interviews with teachers, social workers and school counselors – with aim to analyze how norm critical social work is in schools. Gender and sexuality norms are in focus which is analyzed in a intersectional and queer theoretical perspective. The study shows that what is defined as a norm in the society varies both socially, historically and culturally. School is a reflection of its society and therefore also reflects its norms, such as heteronormativity and gender roles. The making of norms also makes it possible to categorize people, often by using stereotypes. As a member of the society, we’re a part of several different categories – e g depending of gender, sexuality, class and ethnicity. This categorizing is affecting our conditions, but also other people expectations and views of each other. To generalize and to use stereotypes is making the complex easy – but at the same time it’s power structures that maintain inequality and oppression if you’re not aware of them. The study shows how this is transferred into schools and how teachers and other school professions design their work to be more critical and aware of norms and power structures.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-25618 |
| Date | January 2012 |
| Creators | Gunnarsson, Stina |
| Publisher | Malmö högskola, Fakulteten för hälsa och samhälle (HS), Malmö högskola/Hälsa 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 |
Page generated in 0.0018 seconds