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Situated decoding of gender in a Swedish preschool practice
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-8107-7717
2018 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 13, no 2, 1-15 p.Article in journal (Refereed) Published
Abstract [en]

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: a) the preschool’s physical environment, b) the regular and repetitive structure of the educational practice and c) the consistent actions of the teachers in the everyday practice. 

Place, publisher, year, edition, pages
Routledge, 2018. Vol. 13, no 2, 1-15 p.
Keyword [en]
gender, play, preschool, early childhood education, Waldorf, toys
National Category
Pedagogy Gender Studies
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-63986DOI: 10.1080/17457823.2017.1422135OAI: oai:DiVA.org:oru-63986DiVA: diva2:1172144
Available from: 2018-01-09 Created: 2018-01-09 Last updated: 2018-01-09Bibliographically approved

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Frödén, Sara

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