Genusperspektiv i en interkulturell förskola : En kvalitativ studie av pedagogers förhållningssätt till genusperspektiv ur ett socialkonstruktivistiskt och intersektionellt perspektiv

This work is a qualitative study that aims to create a deeper knowledge regarding teacher's perceptions on gender and gender equality in an intercultural preschool. This study also clarifies whether preschool can counteract the stereotypicaltraditional gender norms andif so, how it iscapable todo that. Based on a social constructivistperspective,in this study I indicate that children constructgender through interaction with othersin different social contexts. Additionally, based on intersectional perspective, I suggest that it is the relationship between various categories such as ethnicity and gender which is detrimental in constructing gender for preschool children. For example, in meeting with other cultures boys may gain more value than girls. The method of the study is based on interviews and observations and for interpretation of the collected data Iused literature and web based documents. The results show that preschool teachers have some degree of awareness when it comes to gender and equality between sexes. In accordance with this study teachers have enough knowledge about the importance of language in communication with children and they show good ability to distinguish what kind of influence language might haveon children's gender making. On the other hand, in pedagogical practical activities, for example in the design of physical environment one can notice some lack of knowledge among preschool teachers when it comes to creation of gender equality between children. Mystudy also indicates that parents from other ethnicities create inequality between children's gender, and preschoolteachers emphasize thatit is their duty to counteract such inequalities via intercultural pedagogy