Naturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv
| Autor: | Anna Danielsson, Ylwa Li Hast |
|---|---|
| Jazyk: | dánština |
| Rok vydání: | 2016 |
| Předmět: |
lcsh:LC8-6691
lcsh:Special aspects of education biology media_common.quotation_subject Explanatory model biology sexuality education heteronormativity Human sexuality Science education Education Syllabus heteronormativity Transgender Pedagogy sexuality education lcsh:Q Homosexuality Science studies Sociology lcsh:Science Heteronormativity media_common |
| Zdroj: | Nordina: Nordic Studies in Science Education, Vol 12, Iss 1 (2016) Nordina: Nordic Studies in Science Education, Vol 12, Iss 1, Pp 21-35 (2016) |
| ISSN: | 1894-1257 1504-4556 |
| Popis: | Title: Teaching about sexuality and relation within science education analysed from the perspective of heteronormativityIn Sweden, a new subject syllabus for Science Studies (Naturkunskap) in upper secondary school was introduced in 2011. In this syllabus knowledge about norms concerning sexualities and relations was brought to the fore as a core content. The aim of this paper is to explore how norms concerning sexuality guide the teaching, through a case study where three upper secondary school teachers were observed and their teaching was analysed from the perspective of companion meanings. All three observed teachers did teach about homosexuality, bisexuality, and transgender identities, often using genetics or evolution as their explanatory model. The teaching most often assumed that all students in the class were heterosexual, positioning LGBT-people as the Other, and did at no times take power perspectives into account. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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