Abstract
The aim of this study is to explore practitioners’ gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners’ talk when they discuss gender issues? The study is informed by Bronwyn Davies’ theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semi-structured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners’ gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on the one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child’s perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners’ awareness of their gendered practices in classrooms.
Rèsumè
L’objectif de cette étude est d’étudier les opinions des professeurs en maternelle sur la notion de genre et comment les valeurs de genre sont appliquées dans la pratique des écoles maternelles. La problématique est la suivante: quelles opinions et valeurs peut-on identifier chez les professeurs quand ils discutent des questions en relation avec le genre? Cette étude se base sur les idées théoriques de Bronwyn Davies selon lesquelles le genre est une construction sociale et nous discutons les concepts de Davies comme le maintien de catégorie (category maintenance) et la transgression. Les données fournies par dix entretiens semi-structurés de groupe avec des professeurs dans huit écoles maternelles sont analysées. Une analyse du contenu a été menée et deux catégories d’attitude principales ont été identifiées: la dualité et des opinions neutres sur le genre. Les professeurs ont surtout des opinions neutres sur le genre, c’est-à-dire, la maternelle est un lieu dans lequel des idées traditionnelles de genre ne sont pas promues. Or, nous avons constaté des dilemmes dans les opinions des professeurs. Un dilemme est lié aux idées opposées que d’une part le genre est une construction sociale et que d’autre part il est déterminé biologiquement. Un autre dilemme est lié à la réalisation des objectifs des plans scolaires car, d’un côté les professeurs font un effort en promouvant l’égalité genrée pour que les enfants n’adhèrent pas aux stéréotypes de genre et de l’autre, ils adoptent la perspective de l’enfant en promouvant la participation non-genrée. En outre, tout en encourageant les garçons à accepter leur féminité, les professeurs incitent paradoxalement les filles à rejeter celle-ci. Les recherches sur les opinions de genre en maternelle restent un sujet important pour que les professeurs en maternelle prennent conscience de comment ils travaillent avec des sujets de genre et comment ils les mettent en pratique.
Resumen
El objetivo de este estudio es investigar las opiniones acerca del concepto de género por parte de los maestros preescolares y cómo los valores de género están integrados en la práctica de los preescolares suecos. La problematización es: ¿Qué opiniones y valores se pueden identificar en los maestros preescolares cuando discuten asuntos relacionados con el género? Este estudio está basado en las ideas teóricas de Bronwyn Davies que sostiene que el género es una construcción social y sus conceptos de mantenimiento de categoría (category maintentance) y transgresión se discuten. Datos de diez entrevistas de grupo semi-estructurados con maestros en ocho preescolares suecos se analizaron. Un análisis del contenido se llevó a cabo y se ha podido identificar dos categorías principales de opiniones: la dualidad y las opiniones neutras de género. Los maestros sobre todo tenían opiniones neutras de género, es decir, los preescolares son ámbitos en los que no se promueven ideas tradicionales de género. Sin embargo, también surgieron dilemas de valores en las opiniones de los maestros. Un dilema estaba relacionado con las ideas de que el género es una construcción social versus las ideas de que el género se determina biológicamente. Otro dilema estaba relacionado con la implementación de los objetivos del currículo, ya que por un lado, los maestros estaban luchando por influenciar a los niños para que no subscribieran a estereotipos de género y promover la igualdad de género, y por otro lado, tomar en cuenta la perspectiva del niño y trabajar por promover la participación no-genérica. Además, mientras animaron a los chicos a aceptar la feminidad, animaron a las chicas a rechazar la feminidad. Sigue siendo importante el campo de investigación acerca de opiniones de género en la educación preescolar, es decir, para aumentar la conciencia de los maestros acerca de cómo trabajan con asuntos relacionados con el género en la práctica en los preescolares.
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Notes
We use the word practitioners for all staff working with children in preschool, regardless of educational (preschool teachers or nurses) background.
The research project Values Education in Nordic preschools: Basis of education for tomorrow, Project No. 53381.
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Acknowledgments
The authors want to thank NordForsk for funding the project Values Education in Nordic preschools: Basis of education for tomorrow, Project No. 53381. We also want to thank our Nordic research colleagues for constructive comments.
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Emilson, A., Folkesson, AM. & Lindberg, I.M. Gender Beliefs and Embedded Gendered Values in Preschool. IJEC 48, 225–240 (2016). https://doi.org/10.1007/s13158-016-0162-4
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DOI: https://doi.org/10.1007/s13158-016-0162-4