Sammanfattning
Areas of interest
Teaching and including children’s literature in other disciplines (e.g. education, library sciences, literature, humanities, history, sociology, design, visual arts, dramatic art, sciences).
Keywords
Fiction, home and consumer studies, gender equality, booktalk, pre-service teacher education
Abstract
Gender equality is integrated into teacher education at institutions of higher education in Sweden, for example through degree goals concerning gender equality. However, even though the importance of gender equality has been accepted, there are indications that it is not being transformed into meaningful
practice in teacher education (Kreitz Sandberg & Lahelma, 2021). According to
the Swedish Schools Inspectorate (2019), there is a lack of insight in teachers’ approach to gender equality in Home and Consumer studies (HCS) in Swedish compulsory schooling. Important aspects of gender equality in the home, as well as in society, are not sufficiently highlighted in teaching. Classroom discussions are often limited to the situation at home without drawing parallels to societal structures and phenomena (Swedish Schools Inspectorate, 2019). Since the Swedish Schools Inspectorate’s review (2019) teacher educators in HCS have
experienced a need to renew the teaching of gender equality, both in teacher education and in primary school.
This presentation reports on a study conducted among 97 pre-service teachers of HCS where fiction has been used to teach about gender equality. A teaching approach involving reading a short story, individual reflection logs and small group discussions through a book-talk model was tested with the student group and followed up with a questionnaire. 94 out of 97 students completed the questionnaire. The results show that pre-service teachers express a positive attitude towards using fiction when teaching gender equality in HCS (87 of 94).
Through the reading log, the pre-service teachers feel that their own thoughts and feelings about the short story was seen as important and relevant, which create added value. The personal reading become a way into the joint reading and the joint interpretation of the text. The fictional text provides an opportunity for an exploratory dialogue and for testing new thoughts and ideas. The pre-service teachers also think that by including fiction, opportunities can be created to vary teaching in home and consumer studies and the subject can also be made more interesting for the students. The result also shows that fiction can be used as a didactic tool to approach challenging issues in HCS and that the book-talk model can be successfully used to structure discussions about gender equality and make societal structures and phenomena visible.
Selected bibliography
- Brokerhof, I. M., Sucher, S. J., Matthijs Bal, P., Hakemulder. F., Jansen, P. & Solinger, O. (2023). Developing Moral Muscle in a Literature-Based Business Ethics Course. Academy of Management Learning & Education, Vol. 22, No. 1, 63–87, https://doi.org/10.5465/amle.2020.0072
- Edvardsson, J. (2019). Läsa och samtala om skönlitteratur – med digitala verktyg. Studentlitteratur.
- Kreitz-Sandberg, S., & Lahelma, E. (2021). Global demands – local practices: working towards including gender equality in teacher education in Finland and Sweden. Nordic Journal of Comparative and International Education, 5(1), 50-68. https://doi.org/10.7577/njcie.4052
- Mottart, A., Vanhooren, S., Rutten, K., & Soetaert, R. (2009). Fictional narratives
as didactical tools: using Frank McCourt’s Teacher Man in pre‐service teacher education. Educational Studies, 35(5), 493-502. https://doi.org/10.1080/03055690902879143
- Swedish Schools Inspectorate (2019). Home and Consumer Studies in years
7-9. Thematic quality evaluation. https://www.skolinspektionen.se/beslut rapporter-statistik/publikationer/kvalitetsgranskning/2019/hem--och konsumentkunskap-i-arskurs-79/
Teaching and including children’s literature in other disciplines (e.g. education, library sciences, literature, humanities, history, sociology, design, visual arts, dramatic art, sciences).
Keywords
Fiction, home and consumer studies, gender equality, booktalk, pre-service teacher education
Abstract
Gender equality is integrated into teacher education at institutions of higher education in Sweden, for example through degree goals concerning gender equality. However, even though the importance of gender equality has been accepted, there are indications that it is not being transformed into meaningful
practice in teacher education (Kreitz Sandberg & Lahelma, 2021). According to
the Swedish Schools Inspectorate (2019), there is a lack of insight in teachers’ approach to gender equality in Home and Consumer studies (HCS) in Swedish compulsory schooling. Important aspects of gender equality in the home, as well as in society, are not sufficiently highlighted in teaching. Classroom discussions are often limited to the situation at home without drawing parallels to societal structures and phenomena (Swedish Schools Inspectorate, 2019). Since the Swedish Schools Inspectorate’s review (2019) teacher educators in HCS have
experienced a need to renew the teaching of gender equality, both in teacher education and in primary school.
This presentation reports on a study conducted among 97 pre-service teachers of HCS where fiction has been used to teach about gender equality. A teaching approach involving reading a short story, individual reflection logs and small group discussions through a book-talk model was tested with the student group and followed up with a questionnaire. 94 out of 97 students completed the questionnaire. The results show that pre-service teachers express a positive attitude towards using fiction when teaching gender equality in HCS (87 of 94).
Through the reading log, the pre-service teachers feel that their own thoughts and feelings about the short story was seen as important and relevant, which create added value. The personal reading become a way into the joint reading and the joint interpretation of the text. The fictional text provides an opportunity for an exploratory dialogue and for testing new thoughts and ideas. The pre-service teachers also think that by including fiction, opportunities can be created to vary teaching in home and consumer studies and the subject can also be made more interesting for the students. The result also shows that fiction can be used as a didactic tool to approach challenging issues in HCS and that the book-talk model can be successfully used to structure discussions about gender equality and make societal structures and phenomena visible.
Selected bibliography
- Brokerhof, I. M., Sucher, S. J., Matthijs Bal, P., Hakemulder. F., Jansen, P. & Solinger, O. (2023). Developing Moral Muscle in a Literature-Based Business Ethics Course. Academy of Management Learning & Education, Vol. 22, No. 1, 63–87, https://doi.org/10.5465/amle.2020.0072
- Edvardsson, J. (2019). Läsa och samtala om skönlitteratur – med digitala verktyg. Studentlitteratur.
- Kreitz-Sandberg, S., & Lahelma, E. (2021). Global demands – local practices: working towards including gender equality in teacher education in Finland and Sweden. Nordic Journal of Comparative and International Education, 5(1), 50-68. https://doi.org/10.7577/njcie.4052
- Mottart, A., Vanhooren, S., Rutten, K., & Soetaert, R. (2009). Fictional narratives
as didactical tools: using Frank McCourt’s Teacher Man in pre‐service teacher education. Educational Studies, 35(5), 493-502. https://doi.org/10.1080/03055690902879143
- Swedish Schools Inspectorate (2019). Home and Consumer Studies in years
7-9. Thematic quality evaluation. https://www.skolinspektionen.se/beslut rapporter-statistik/publikationer/kvalitetsgranskning/2019/hem--och konsumentkunskap-i-arskurs-79/
Originalspråk | Engelska |
---|---|
Status | Publicerad - 2024 |
Evenemang | Fostering Dialogue: Teaching Children’s Literature and Reading for Fun at University. - Online Varaktighet: 2024-nov.-21 → 2024-nov.-23 Konferensnummer: 3 https://www.uic.es/en/congress/fostering-dialogue-teaching-childrens-literature-and-reading-fun-university |
Konferens
Konferens | Fostering Dialogue |
---|---|
Period | 24-11-21 → 24-11-23 |
Internetadress |
Nationell ämneskategori
- Genusstudier (50902)