Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk

Tema: Sexualitet, samtycke och relationer

Karin Gunnarsson, Simon Ceder, Jenny Bengtsson — Fri, 24 Jan 2025 00:00:00 +0100

Vem är den goda läraren?

Jonas Nordmark, Eva Bolander — Fri, 24 Jan 2025 00:00:00 +0100

Who is the good teacher? Teacher ideals in sexuality education. This paper explores the construction of teacher ideals in the context of sexuality education – a curricular area marked by numerous, and often conflicting, expectations on the teachers responsible for teaching it. Using a curriculum theory approach, a thematic analysis of Swedish teacher guides on sexuality education from 1956 to 2014 was conducted. The study examines how these manuals shape conceptions of both the knowledge domain and teacher ideals. The findings identify four main teacher ideals across the guides, revealing a mix of divergent and recurring ideas about teachers’ roles, encompassing both personal and professional qualities. Notably, the teacher ideals in the earlier guides (from 1956 and 1977) are presented implicitly, while the 1995 guide explicitly outlines the attributes of a good teacher. The study suggests that shifts in teacher ideals may be linked to broader changes in the content focus of the guides, though this relationship must be understood within the often-fragile amalgamation of competing ideals.

Skolövergripande sexualundervisning

Karin Gunnarsson — Fri, 24 Jan 2025 00:00:00 +0100

Whole-school sexuality education: An interview study on the collective conditions for collaboration and change. This article explores how whole-school sexuality education is enacted within collective conditions. Drawing on actor-network theory, these collective conditions are examined as socio-material capacities that both stabilize and weaken sexuality education in relation to other actors and practices. The empirical material is based on interviews with three teachers who are particularly engaged in sexuality education. Through the process of tracing, the analysis focuses on entanglements and translations. Rather than being involved in stable translations, it is subject to constant negotiations, rendering it fluid and fragile and marked by ambivalence. The conclusion states that sexuality education must be handled with care, and offers a tentative suggestion for how this can be carried out.

Sexualitet, samtycke och relationer i grundskolans bildämne

Elisabeth Lisa Öhman — Fri, 24 Jan 2025 00:00:00 +0100

Sexuality, Consent and Relationships in Swedish Arts Education. The aim of this study is to examine how the knowledge area of sexuality, consent and relationships could come into being in the context of Swedish Arts education. More specifically, it explores how phenomena such as identity, sexuality, and gender are material—discursively produced during 15–16-year-old students’ work with photographic portraits in Arts education in Grade 9. Using Karen Barad’s concept of space-time-matter in the analysis shows how subject-didactic opportunities and challenges reformulate the ideas about what sexuality education can be. Results also show how the notions of sexuality, consent and relationships are transformed in the open-ended process of working with Arts education as a material-discursive entanglement.

Lite mer än bara könsorgan

Simon Ceder, Stina Westerlund — Fri, 24 Jan 2025 00:00:00 +0100

”Somewhat more than mere genitalia” – Teaching at the crossroads of craft education and the knowledge area of sexuality, consent and relationships. This article explores teaching at the intersection of the knowledge area of sexuality, consent, and relationships, and the subject of crafts in lower secondary school. More specifically, it develops an understanding of subject-integrated teaching through embodied, material, and aesthetic processes in a cross-curricular context. The study is based on a craft teacher’s experiences from a teaching sequence in grade 9, where students designed and carved symbols related to sexuality, consent, and relationships in wood. The results highlight the impact of subject-integrated teaching and underscore student participation as pivotal, both in sexuality education and crafts. Another insight was the teacher’s ease in integrating the topic into craft education, where the craft’s focus on the process was contributory. The theme opened up the crafts classroom for existential exploration, fostered discussions, and created a more nurturing classroom environment.

Du måste veta vad du vill

Emma Axinder — Fri, 24 Jan 2025 00:00:00 +0100

You must know what you want. Children and the issue of consent in a Swedish educational television series. In this article, constructions of consent are analysed within a Swedish educational television series aimed at primary school pupils. Utilizing critical discourse analysis, two discourses within the program series are identified and examined: a juridical and a neoliberal discourse. Additionally, the study analyses how discourses are expressed and reinforced through e.g. different modalities. Among the study’s most significant findings is that consent is presented as something relatively simple. In relation to consent, responsibility is portrayed as a complex practice where the child is constructed in multiple ways. Thus, the child is portrayed as both a competent and responsible subject, and a subject in need of the adult’s assistance and protection.

Om behovet av samsyn och riktlinjer

Magdalena Hulth — Fri, 24 Jan 2025 00:00:00 +0100

On the Need for Consensus and Guidelines: Focus Group Discussions on Sexuality and Sexuality Education in Preschool. The article is based on a discourse analysis of focus group discussions with preschool practitioners in Sweden. It explores the professional considerations made in relation to children, sexuality, and Sexuality Education. Three subject positions emerge: the consensus-seeking teacher, characterized by uncertainty and a need for guidelines; the curriculum-oriented teacher, who uses the curriculum to support children’s rights; and the (reluctant) reporting teacher, who struggles between mandatory reporting and personal judgment. The study highlights the curriculum as a tool for professional competence, but that societal norms about children’s sexuality profoundly shape preschool practitioners’ professional considerations. This emphasizes the need for education and dialogue about children’s sexuality in preschool teacher education.

Från strategisk anpassning till institutionell allians

Mattias Lundin — Fri, 24 Jan 2025 00:00:00 +0100

From Strategic Alignment to Institutional Alliance. A Study on LGBTQ Teachers’ Experiences of Belonging and Exclusion in Schools. The point of departure for this project is the importance of a sense of belonging to the contexts in which one is assigned to work, which in this case mainly refers to teachers’ sense of belonging to both their colleagues and their identity as lesbian, gay, bisexual, or transgender or queer (LGBTQ). By analysing seven narratives, the text aims to contribute knowledge on how LGBTQ teachers experience breaking the hetero norm by focusing on how belonging is created. Two situations in the data stand out with respect to how belonging is reconstructed for the teachers. These are characterised by institutional alliance building to create clarity about belonging and inclusion. The data raises the question of whether a success factor for creating belonging is schools’ efforts to develop their institutional support regarding inclusion and LGBTQ awareness.