| Summary: | The purpose of this thesis is to examine how teachers work and reflects on gender education in preschools. We also want to take part of how teacher’s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose. How teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work. How the teachers communicate with their co-workers about gender pedagogy. How the teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day. We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis. We have used the sociocultural perspective, variation theory and queer theory as a ground to analyze our gathered information. As a conclusion we have found that the teachers have different ways of reflecting about gender pedagogy but they still don´t want to focus their work on it. They would rather focus their pedagogy on working with equality, which for them means more than just gender. We have reached that to find a way you work sustainable with gender pedagogy you have to have an open minded attitude towards the children, have critical standards, and an environment where children can grow and learn without focusing on gender.
|
|---|
