Always somehow in the back of the mind. Gender equality education in preschools
The aim of the study was to explore the practice of gender equality education in the oldest age groups in Icelandic preschools. Seven preschool teachers in six preschools in the capital city area were interviewed, and the researcher conducted around three hours of observation in each of the schools...
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Menntavísindasvið Háskóla Íslands
2020
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Online Access: | https://ojs.hi.is/netla/article/view/3143 https://doi.org/10.24270/netla.2020.1 |
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fticelandunivojs:oai:ojs.hi.is:article/3143 2023-05-15T18:07:02+02:00 Always somehow in the back of the mind. Gender equality education in preschools „Kannski alltaf svona á bak við eyrað“: Kynjajafnréttismenntun í leikskólum Pálsdóttir, Sólveig Björg Jóhannesson, Ingólfur Ásgeir 2020-04-14 application/pdf https://ojs.hi.is/netla/article/view/3143 https://doi.org/10.24270/netla.2020.1 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/3143/1860 https://ojs.hi.is/netla/article/view/3143 doi:10.24270/netla.2020.1 ##submission.copyrightStatement## Netla - english edition; 2020: Netla - Ársrit Netla; 2020: Netla - Ársrit 1670-0244 gender sex roles peschools stereotypes kyngervi kynhlutverk leikskólar staðalímyndir info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs https://doi.org/10.24270/netla.2020.1 2022-09-21T13:40:27Z The aim of the study was to explore the practice of gender equality education in the oldest age groups in Icelandic preschools. Seven preschool teachers in six preschools in the capital city area were interviewed, and the researcher conducted around three hours of observation in each of the schools to gain insight into classroom practice. The sample of schools and teachers was determined by employing a stratified random sampling, from different parts of Reykjavík and its surrounding towns. The interviews were rich in content and observations insightful into daily operations at the preschools.The findings are reported here in three thematic groups. The first group contains four main themes: How the children dress, role models, stereotypes about sex roles, and gender division. The interviewees reported on the ways in which the gendered and gender-divided society tends to be reflected in preschool operations. This appears, for example, in the gendered dress code of the children which may be influenced by popular children’s television programs. The preschool teachers were critical of gender stereotypes in society, and they expressed the view that if more men worked in preschools, a greater variety of role models would be presented to the children. The preschool teachers were also critical of how gender was constructed among the children and argued that they had the role of fostering critical thinking in the children.The second group comprises six themes: Books, what appeared on the walls, blocks, jigsaw puzzles, role play, and rough and tumble play. The interviewees emphasized the importance of scrutinizing books according to the type of gender images and stereotypes they present. When posters and wall art in the schools were examined, examples of stereotypes were not typical. The blocks were considered to be gender divided-toys in spite of being “unbelievably ungendered phenomena”, as one of the teachers put it. In their experience, boys played more with blocks than girls did. The teachers are conscious of gendered ... Article in Journal/Newspaper Reykjavík Reykjavík University of Iceland: Peer Reviewed Journals Bak ENVELOPE(9.783,9.783,63.250,63.250) Reykjavík Netla |
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University of Iceland: Peer Reviewed Journals |
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Icelandic |
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gender sex roles peschools stereotypes kyngervi kynhlutverk leikskólar staðalímyndir |
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gender sex roles peschools stereotypes kyngervi kynhlutverk leikskólar staðalímyndir Pálsdóttir, Sólveig Björg Jóhannesson, Ingólfur Ásgeir Always somehow in the back of the mind. Gender equality education in preschools |
topic_facet |
gender sex roles peschools stereotypes kyngervi kynhlutverk leikskólar staðalímyndir |
description |
The aim of the study was to explore the practice of gender equality education in the oldest age groups in Icelandic preschools. Seven preschool teachers in six preschools in the capital city area were interviewed, and the researcher conducted around three hours of observation in each of the schools to gain insight into classroom practice. The sample of schools and teachers was determined by employing a stratified random sampling, from different parts of Reykjavík and its surrounding towns. The interviews were rich in content and observations insightful into daily operations at the preschools.The findings are reported here in three thematic groups. The first group contains four main themes: How the children dress, role models, stereotypes about sex roles, and gender division. The interviewees reported on the ways in which the gendered and gender-divided society tends to be reflected in preschool operations. This appears, for example, in the gendered dress code of the children which may be influenced by popular children’s television programs. The preschool teachers were critical of gender stereotypes in society, and they expressed the view that if more men worked in preschools, a greater variety of role models would be presented to the children. The preschool teachers were also critical of how gender was constructed among the children and argued that they had the role of fostering critical thinking in the children.The second group comprises six themes: Books, what appeared on the walls, blocks, jigsaw puzzles, role play, and rough and tumble play. The interviewees emphasized the importance of scrutinizing books according to the type of gender images and stereotypes they present. When posters and wall art in the schools were examined, examples of stereotypes were not typical. The blocks were considered to be gender divided-toys in spite of being “unbelievably ungendered phenomena”, as one of the teachers put it. In their experience, boys played more with blocks than girls did. The teachers are conscious of gendered ... |
format |
Article in Journal/Newspaper |
author |
Pálsdóttir, Sólveig Björg Jóhannesson, Ingólfur Ásgeir |
author_facet |
Pálsdóttir, Sólveig Björg Jóhannesson, Ingólfur Ásgeir |
author_sort |
Pálsdóttir, Sólveig Björg |
title |
Always somehow in the back of the mind. Gender equality education in preschools |
title_short |
Always somehow in the back of the mind. Gender equality education in preschools |
title_full |
Always somehow in the back of the mind. Gender equality education in preschools |
title_fullStr |
Always somehow in the back of the mind. Gender equality education in preschools |
title_full_unstemmed |
Always somehow in the back of the mind. Gender equality education in preschools |
title_sort |
always somehow in the back of the mind. gender equality education in preschools |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/netla/article/view/3143 https://doi.org/10.24270/netla.2020.1 |
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ENVELOPE(9.783,9.783,63.250,63.250) |
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Bak Reykjavík |
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Bak Reykjavík |
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Reykjavík Reykjavík |
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Reykjavík Reykjavík |
op_source |
Netla - english edition; 2020: Netla - Ársrit Netla; 2020: Netla - Ársrit 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/3143/1860 https://ojs.hi.is/netla/article/view/3143 doi:10.24270/netla.2020.1 |
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##submission.copyrightStatement## |
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https://doi.org/10.24270/netla.2020.1 |
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Netla |
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