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Publications (10 of 49) Show all publications
Hedlin, M. & Åberg, M. (2019). Principle or dialogue: Preschool directors speak about how they handle parents’ suspicions towards men. Power and Education, 11(1), 85-95
Open this publication in new window or tab >>Principle or dialogue: Preschool directors speak about how they handle parents’ suspicions towards men
2019 (English)In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 11, no 1, p. 85-95Article in journal (Refereed) Published
Abstract [en]

Caring for children and teaching the youngest students have a strong historical connection to women and femininity. The few men working within early childhood education and care occupy an ambivalent position. On the one hand, they often receive a positive reception in preschools; on the other, they are also met with mistrust and suspicion. The suspicion often comes from parents, and their views have come to bear increasing importance. Preschool directors who have men on their staff thus have a dilemma to manage: they must listen to parents’ views at the same time as they have a personnel responsibility towards all their employees. The purpose of the present study is to describe and analyse how preschool directors reason about the parental suspicion and concern that male educators can encounter because they are men. The empirical material consists of interviews with 10 preschool directors (five women and five men). The study shows that preschool directors experience that parents want male personnel to refrain from performing certain tasks in the preschool. Some of the directors take a principle-based approach and emphasise that men and women should carry out the same work duties. Other directors maintain a dialogue-based approach, focusing on conducting a dialogue with concerned parents.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Preschool, preschool directors, gender, male educators
National Category
Educational Sciences Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-71046 (URN)10.1177/1757743819827979 (DOI)000460926500006 ()
Funder
Swedish Research Council, 2014-2121
Available from: 2019-02-13 Created: 2019-02-13 Last updated: 2019-04-05Bibliographically approved
Johansson, C., Hedlin, M. & Åberg, M. (2018). A touch of touch: Preschool teacher education students' reflections about physical touch. Issues in educational research, 28(4), 953-966
Open this publication in new window or tab >>A touch of touch: Preschool teacher education students' reflections about physical touch
2018 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 28, no 4, p. 953-966Article in journal (Refereed) Published
Abstract [en]

International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.  

Place, publisher, year, edition, pages
Western Australian Institute for Educational Research, 2018
National Category
Educational Sciences Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-70037 (URN)000449299500010 ()
Funder
Swedish Research Council, 2014-2121
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-23Bibliographically approved
Hedlin, M., Åberg, M. & Johansson, C. (2018). Fun guy and possible perpetrator: An interview study of how men are positioned within early childhood education and care. Education Inquiry, 1-21
Open this publication in new window or tab >>Fun guy and possible perpetrator: An interview study of how men are positioned within early childhood education and care
2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, p. 1-21Article in journal (Refereed) Epub ahead of print
Abstract [en]

Many countries call for more men to be teachers in early child-hood education and care (ECEC). In Sweden, the issue has beendiscussed since the early 1970s, but despite these discussionsthere is little Swedish research that examines the notions andexpectations associated with male teachers. International researchhas found that perceptions of men in ECEC can be very ambivalentand that physical contact between the male educator and childrenis a sensitive issue. By focusing on the interaction between edu-cators and children, the purpose of this study is to investigategender-specific beliefs about male preschool teachers. The empiri-cal material consists of interviews with 50 informants. Of these, 17are men and 33 are women. The results show that“the fun guy”and“the possible perpetrator”are two gender-specific positionsthat male informants are subjected to. The article discusses howmen take up and resist the two positions, and argues for the needto further challenge gendered stereotypes in preschools

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-69061 (URN)10.1080/20004508.2018.1492844 (DOI)
Funder
Swedish Research Council, 2014-2121
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-05Bibliographically approved
Hedlin, M. & Åberg, M. (2018). Fussy girls and chattering women: The construct and subordination of femininity in preschool teacher training. Early Child Development and Care, 188(2), 220-230
Open this publication in new window or tab >>Fussy girls and chattering women: The construct and subordination of femininity in preschool teacher training
2018 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, no 2, p. 220-230Article in journal (Refereed) Published
Abstract [en]

In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are “feminine”, and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. “Femininity” might be used as a rhetorical and demeaning stereotype by them. Women and femininity however, are not interchangeable concepts. Failure to acknowledge this can pave the way for subtle sexism against girls and women. Our argument is supported by ethnographic observations and interviews with student teachers. By means of a Foucauldian genealogical analysis we uncover the conditions of possibility for two long-lasting feminine stereotypes. One stereotype argues that young girls should never fuss. The other claims that women are chattering gossipers. Our study shows that these archaic notions persist in Swedish preschool teacher training, despite its long tradition of work for gender equality.

Keywords
Gender issues, preschool, stereotypes, genealogy, femininities
National Category
Gender Studies Educational Sciences
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-44542 (URN)10.1080/03004430.2016.1211120 (DOI)
Available from: 2016-08-03 Created: 2016-08-03 Last updated: 2018-01-10Bibliographically approved
Åberg, M., Hedlin, M. & Johansson, C. (2018). Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children. Journal of Early Childhood Research, 1-12
Open this publication in new window or tab >>Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children
2018 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, p. 1-12Article in journal (Refereed) Epub ahead of print
Abstract [en]

Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants’ narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
gender, preschool teachers, professional development, risks, teacher–child relationships, touch
National Category
Gender Studies Educational Sciences
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-70388 (URN)10.1177/1476718X18816347 (DOI)
Funder
Swedish Research Council, 2014-2121
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-04Bibliographically approved
Hedlin, M., Åberg, M. & Johansson, C. (2018). Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching. Pedagogy, Culture & Society
Open this publication in new window or tab >>Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching
2018 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed) Epub ahead of print
Abstract [en]

In the present study we focus on physical touch that is judged tobe just outside what is considered to be ‘normal’. We explore how preschool teachers describe and explain situations where educa-tors give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person’s fear or cold personality. The results have been interpreted inrelation to the discourse of preschool professionalisation and Hochschild’s theory of emotional labour

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
care, physical touch, emotional labour, feeling rules, preschool, preschool teachers
National Category
Educational Sciences Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-70198 (URN)10.1080/14681366.2018.1545246 (DOI)
Funder
Swedish Research Council, 2014-2121
Available from: 2018-11-20 Created: 2018-11-20 Last updated: 2018-12-20Bibliographically approved
Hedlin, M. & Åberg, M. (2015). Fallet med de störande manliga studenterna.: En situation tolkad utifrån fyra förklaringsmodeller. Tidskriften Utbildning & Lärande (1), 116-133
Open this publication in new window or tab >>Fallet med de störande manliga studenterna.: En situation tolkad utifrån fyra förklaringsmodeller
2015 (Swedish)In: Tidskriften Utbildning & Lärande, ISSN 2001-4554, no 1, p. 116-133Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Skövde: Högskolan i Skövde, 2015
Keywords
teacher education, student teachers, democracy, gender issues
National Category
Educational Sciences Gender Studies
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-35949 (URN)
Available from: 2015-05-04 Created: 2015-05-04 Last updated: 2016-10-04Bibliographically approved
Åberg, M. & Hedlin, M. (2015). Happy objects, happy men?: Affect and materiality in vocational training. Gender and Education, 27(5), 523-538
Open this publication in new window or tab >>Happy objects, happy men?: Affect and materiality in vocational training
2015 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 27, no 5, p. 523-538Article in journal (Refereed) Published
Abstract [en]

This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gendersegregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training.The article builds on an ethnographic study in a Swedish upper-secondaryeducational programme traditionally dominated by masculinity norms, namelythe Building and Construction programme. Employing Sara Ahmed’s notion ofhappy objects, the article centres on vocational students’ expressed joy in thepractical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, thestudy indicates that a particular version of happiness was normalised which ruledout non-heterosexual and female students. The article suggests that furtherstudies of social inertia in vocational training need to account for theinterconnectedness of the emotional, material, and corporeal dimensions of gender.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2015
Keywords
embodiment, emotions/affect, ethnography, masculinities, materiality, secondary education, vocational education
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-37973 (URN)10.1080/09540253.2015.1069797 (DOI)000360216900004 ()
Projects
Genusperspektiv på yrkessocialisationen inom gymnasieskolans byggprogram och omvårdnadsprogram
Funder
Institute for Evaluation of Labour Market and Education Policy (IFAU), 120/2011
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2017-12-04Bibliographically approved
Åberg, M. & Hedlin, M. (2014). Happy objects – happy men?: Affect and materiality in vocational training.. In: : . Paper presented at Nordic Association for Research on Men and Masculinities (NFMM), Emerging ideas in masculinity research, Reykjavik, Iceland, 4 - 6 June 2014..
Open this publication in new window or tab >>Happy objects – happy men?: Affect and materiality in vocational training.
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
construction work, gender, masculinity, vocational training
National Category
Educational Sciences Gender Studies
Research subject
Education; Gender Studies
Identifiers
urn:nbn:se:kau:diva-35951 (URN)
Conference
Nordic Association for Research on Men and Masculinities (NFMM), Emerging ideas in masculinity research, Reykjavik, Iceland, 4 - 6 June 2014.
Available from: 2015-05-04 Created: 2015-05-04 Last updated: 2015-07-09Bibliographically approved
Hedlin, M. & Åberg, M. (2014). Ner i glassvackan: en konsekvens av att återkommande vara den som inte lyfts fram. In: : . Paper presented at g14 Att utmana makten, Nationell konferens för genusforskning, Umeå 26-28 november.
Open this publication in new window or tab >>Ner i glassvackan: en konsekvens av att återkommande vara den som inte lyfts fram
2014 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
gender, nursing, social care, vocational training
National Category
Social Sciences Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-35950 (URN)
Conference
g14 Att utmana makten, Nationell konferens för genusforskning, Umeå 26-28 november
Available from: 2015-05-04 Created: 2015-05-04 Last updated: 2015-07-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8019-2396

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