Browsing by Subject "sukupuolitietoisuus"

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  • Jern, Virpi (Helsingin yliopisto, 2020)
    Tiedekunta - Fakultet - Faculty Educational Sciences Laitos - Institution - Department Teacher Education Tekijä - Författare - Author Virpi Jern Työn nimi - Arbetets titel Title Qualitative attitude study of PE teachers gender awareness Oppiaine - Läroämne - Subject Educational Sciences Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Master’s Thesis / Liisa Tainio Aika - Datum - Month and year 06/2020 Sivumäärä - Sidoantal - Number of pages 104 pp.+ 1 appendices Tiivistelmä - Referat – Abstract Aim In 2015 in Finland was released new equality law. First time in the history of the legislation of a gender equality discrimination based on gender identity and/or expression of sex was mentioned in the law. The changes in law were also considered in the national curriculum of comprehensive school (POPS 2014) and upper secondary school (LOPS 2015). Despite that fact both gender and sexual minorities experience discrimination at school environment even now (Lehto 2010; Kankkunen, Harinen, Nivala & Tapio 2010). Especially bad situation has revealed in PE lessons where reproduction of heteronormativity is according to previous research no exception (Berg & Lahelma 2010; Huotari, Törmä & Tuokkolan 2011; Alanko 2014; Kokkonen 2017). According to Syrjäläinen and Kujala (2010) situation is mainly caused by a result of gender neutrality of teacher education and lacking knowledge of gender awareness. For those reasons mentioned above, this study examines mainly gender awareness of Finnish PE teachers, but also PE teachers attitudes towards gender and sexual diversity. Method This study is a feminist educational research. The data was collected by interviewing eight qualified PE teachers. The teachers took a stand on 25 claims acceded to the research theme. The data was analyzed by using discourse analysis. A discourse analysis was con-ducted, based on the interviewer’s questions and comments and the interviewees’ responses and possible counter-questions. Particular interest was directed towards linguistic regularities relating to norms and ideas about gender and sexuality. Results As a result of the study it was revealed that PE teachers’ knowledge and percep-tions of gender and sexual diversity were updated. PE teachers’ attitudes towards gender and sexual minorities were highly positive. Teachers also appreciated and valued equality as a desirable status. A discourse analysis was conducted that PE teacher speech mainly took into account the diversity but in some interviewees’, responses were interpreted as heter-onormative. PE teachers gender awareness in this study was better to prior research but full equality of students has not been achieved yet. in PE lessons. Therefore, teacher training should include more opportunities to discuss about the strategies and practices to take the diversity better account in teaching PE. Avainsanat - Nyckelord Keywords Physical Education, gender awareness, gender diversity, sexual diversity, Säilytyspaikka - Förvaringsställe - Where deposited City Centre Campus Library, Helda/E-thesis Muita tietoja - Övriga uppgifter - Additional information
  • Roell, Jonna (Helsingin yliopisto, 2020)
    Objectives. Equality is not achieved in many areas. The aim of this thesis is to describe how the gender system determines the agency of students despite the seemingly achieved equality and gender neutrality. I seek to describe how the gender system is passed down from generation to generation and often affects us as subconscious beliefs. Gender-based beliefs and gendered ways of agency have roots far in history. Therefore, I will also briefly describe the history of the home economics subject. Previous research shows that boys do not reach the same level of performance in school as girls do. Also in the home economics subject. The difference between the skills of girls and boys has been studied extensively, and the reasons behind the difference are seen in the girls' natural motivation towards studying, the female dominance of teacher work force or the more active nature of boys, to name a few. All findings are partially true. The aim of this study is to consider what might be the cause behind these observations and present the tools for change. Analyzing the data, I describe the differences in agency in the topics of the home economics. Methods. The data used in this study is part of the material The Assessment of Learning Outcomes in Home Economics (2014). The data consists of 3541 9th grade pupils' background survey answers, especially the sections describing household hobbies, perceived competence and the importance of the subject. Using quantitative methods, the differences between girls and boys in doing household and especially housework were described. Results and conclusions. According to results there is apparent difference in household agency between genders. The results show that girls do more housework than boys do. Girls also think that they perform better in housework chores than boys. In addition, girls feel that knowledge of household-related knowledge and skills will be more important to them in the future than boys do. According to the results, custodians of girls consider household skills more important than custodians of boys. The differences were very significant measured by statistical methods, and the systematic nature of the results can be considered meaningful. The results imply that housework is still associated with female-like activities. From the point of view of equality in education, the importance of a gender-conscious approach is emphasized. Awareness of societal beliefs about gender stereotypes, especially in school, can erase barriers of one's agency and thus increase equality in school and society.