Open AccessNaturkunskapens sexualitets- och relationsundervisning analyserad ur ett heteronormativitetsperspektiv
Author(s) -
Ylwa Li Hast,
Anna Danielsson
Publication year - 2016
Publication title -
nordina
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 3
eISSN - 1894-1257
pISSN - 1504-4556
DOI - 10.5617/nordina.930
Subject(s) - syllabus , human sexuality , transgender , perspective (graphical) , pedagogy , sociology , homosexuality , class (philosophy) , gender studies , subject (documents) , relation (database) , mathematics education , psychology , epistemology , philosophy , library science , art , database , computer science , visual arts
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.