3 research outputs found
Trans in School : A study of teachersâ and trans-gender studentsâ stories of encounters, and of possibilities and obstacles for recognition in Upper Secondary Schools in Sweden
This (master thesis) examines teachersâ and transgender studentsâ accounts of meeting and encountering each other and what possibilities and obstacles for recognition that their stories portray. The study and analysis are based on interviews with three students and three teachers at different upper secondary schools in Sweden (carried out during the fall of 2020). The analysis is grounded in Axel Honneths (2003) theory of recognition and aided by Carl-Göran Heidegrens (2009) analytical levels of recognition. The findings show how studentsâ experience recognition and misrecognition in school and in encounters with their teachers as well as how different aspects of teacher-student encounters affect trans and queer studentsâ everyday life in upper secondary school. The teachersâ accounts support these findings and the analysis sheds light on potential underlying reasons for acts of, or studentsâ experiences of, misrecognition. Such reasons include: Teachersâ knowledge gaps concerning (LGB)TQ issues, fear of âtouchingâ upon the subjects, their own need for recognition and difficulties to take the othersâ perspective. The study concludes the need for school strategies that, among other things, aim to fill in teachersâ knowledge gaps concerning (LGB)TQ issues in order to better recognize trans* and queer students.Denna uppsats syftar att undersöka lĂ€rares och (trans)elevers berĂ€ttelser om möten med varandra i förhĂ„llande till erkĂ€nnande och att vara elev pĂ„ gymnasienivĂ„ med normöverskrivande könsidentitet. Materialet bestĂ„r av kvalitativa semistrukturerade intervjuer med tre (trans)elever och tre gymnasielĂ€rare i samhĂ€llskunskap, vilket analyseras utifrĂ„n Axel Honneths (2003) teorier och olika former av erkĂ€nnande samt Carl-Göran Heidegrens (2009) tre analysnivĂ„er av erkĂ€nnande. Resultatet visar hur elever upplever icke-erkĂ€nnande och missaktning relaterat till att vara trans i skolan. LĂ€rarnas bemötande och erkĂ€nnandepraktik framstĂ„r bland annat bero pĂ„ icke-erkĂ€nnande förhĂ„llningssĂ€tt och attityder; rĂ€dslor och kunskapsluckor; samt brist pĂ„ stöd och erkĂ€nnande. Analysen tyder pĂ„ lĂ€rares svĂ„righeter att se bortom normativa förestĂ€llningar och hegemoniska diskurser om kön, framförallt grundade i den institutionaliserade erkĂ€nnandeordningen som leder till en praktik som Ă€r skadliga för transelevers vĂ€lbefinnande i skolan. Studien visar framförallt pĂ„ behovet av mer fortbildning och kollegiala diskussioner om hbtq-frĂ„gors implementering i undervisningen för att bĂ€ttre erkĂ€nna transelever
âVi har ju en likabehandlingsveckaâ. Om lĂ€rares erfarenheter av likabehandlingsarbete och likabehandlingsplanen pĂ„ en högstadieskola i Malmö
The Swedish Law requires every school to construct and annually revise an equality plan that is intended to facilitate the work for equality and the prevention of discrimination and how to deal with discriminating practices. Through a poststructuralist queer and norm critical theory I have analyzed four interviews, observation material and the schools equality plan to answer the question of how middle school teachers work with this plan and with equality in their school. I have found that the plan does not necessarily facilitate the work and in contrary rather hides inequalities through its presence. The equality plan mainly fails to do what it aims at due to the lack of awareness of the plan and a common language surrounding power structures and equality, which in part has its underlying cause in the absence of support from the schools management. The lack of a common language and awareness of how power and normative aspects work is partly demonstrated through the understanding of the Swedish word for equality (likabehandling) which aimed at treating everyone the same, not at treating every one as equals