The education curriculum states that one of the tasks for schools and preschools are to promote gender equality by discouraging traditional gender roles. Gender equality is therefore a part of the fundamental values of the education system. In order to be able to work with the issue of gender equality, the employees need help and further education. Therefore some schools and preeschools contact a teacher specialized in gender equality work.In this essay I have chosen to do a field study of such a teacher at work during different workshops with nurses and teachers. The aim is to examine how she discusses gender ideas and what discussions arises from the meetings with the attendents.

The aim of this study is to examine how two Kenyan school's approaches gender roles, by what the curriculum says and by how the teachers way of teaching are effecting the creation of gender roles. The aim is further to find out what the Kenyan school settings are, according to gender and equality, and how these are implemented in practice. This was examined through interviews at two local schools in Kenya, with five practicing teachers from grade one through grade six. This work compares the respondents' answers to the research that is related to the topic. Because of lack in the research about Kenya, the research has been based on mostly Swedish investigations.

This essay is about gender equality in a Swedish upper secondary school. The aim is twofold: to obtain knowledge about feminism, gender equality, boys´ and girls´ situations in schools and gender equality work there; and to find out if government management documents for schools work effectively when it comes to promoting gender equality in schools. There are four research questions: How do teachers interpret what´s said in management documents for schools? What strategies do teachers use to promote gender equality? What opportunities and obstacles do teachers see for promoting gender equality at the specific school? And, finally, do the management documents for the school work effectively when it comes to promoting gender equality?The study has a socialist feminist perspective, which sees gender differences as a result of a mix of biological, historical and social factors. Important theoretical standpoints include gender socialization as an explanation for how girls and boys become women and men.The results of the study points out that teachers interpret management documents differently, and that they find the documents hard to understand.

This study investigates how performance management in primary schools can facilitate learning, relating to theories of efficient schools. This is done through a qualitative study of the performance management systems in two public primary schools in Sweden. The schools selected were similar in all major aspects, except pupil grades, where there was a clear difference between the schools. The analysis revealed differences in how the schools handled the process of management by objectives, the professional development of teachers as well as routines, rules, and policies. We conclude that having a rooted process for management by objectives, professional development of teachers, and clearly formalized values, gives a school a good foundation to support a pupil's learning and development..

This study is about what teachers in primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

Abstract Title:                       Grades at Primary School ? A study of local politicians' arguments in                       connection with the division into grades at Swedish primary schools.Author:                       Annie LinderUniversity of KalmarC-essay in Social StudiesAutumn 2011 The study aims to investigate local politicians' decisions since municipalities took overSwedish primary education in 1990/91. The arguments put forward in support of how stages are organised have been studied, likewise whether municipalities have acted rationally when making their decisions.Six municipalities are included in the survey. They were divided into three educational categories: lower, middle and high level schools; previous and recent schools and F9 schools with pre-schools and primary schools integrated.Minutes from politicians' and civil servants' meetings have been studied and categorised according to arguments for and against. The most common supportive arguments are about economy and organisation, others concern school premises, trends and the wish for a comprehensive compulsory school.

This study is about what teachers in primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

Even though discrimination of gender in schools and general workplaces is prohibited by Swedish law, there are reports and witness accounts that suggest that discrimination, such as sexual harassment, still exist in Swedish schools.The main purpose with this essay is to look into how questions concerning gender related issues and equality between the sexes is treated in the schools governmental directives, and in textbooks, such trying to examine in what way these questions are addressed in schools. I will answer the following:In what way and to what extent do the governmental directives bring up questions concerning gender related issues and equality, and how are the teachers governed into teaching these matters?Has there been any change concerning these matters between Lgr-80 and Lpo-94?What is written in textbooks in social studies about gender rôle and equality and to what extent do they follow the curriculum?Is there any visible change in textbooks written after Lgr-80 and Lpo-94?In order to answer these questions I will analyze the curricula, Lgr-80 and Lpo-94, and textbooks in social studies written on the basis of these curricula.The study showed a more evident governing towards an active teaching and mentoring the students to equality between the sexes, in Lgr-80 than in Lpo-94. The textbooks followed above all Lgr-80 in three of four cases and in the fourth case the curriculum was not followed at all..

Abstract Title:                       Grades at Primary School ? A study of local politicians' arguments in                       connection with the division into grades at Swedish primary schools.Author:                       Annie LinderUniversity of KalmarC-essay in Social StudiesAutumn 2011 The study aims to investigate local politicians' decisions since municipalities took overSwedish primary education in 1990/91. The arguments put forward in support of how stages are organised have been studied, likewise whether municipalities have acted rationally when making their decisions.Six municipalities are included in the survey. They were divided into three educational categories: lower, middle and high level schools; previous and recent schools and F9 schools with pre-schools and primary schools integrated.Minutes from politicians' and civil servants' meetings have been studied and categorised according to arguments for and against. The most common supportive arguments are about economy and organisation, others concern school premises, trends and the wish for a comprehensive compulsory school.

Animal welfare issues are not considered as high priority in Malawi, a developing country in south east Africa, due to problems affecting the human population. In Lilongwe, the capital city, education programs are used to increase the awareness of animal welfare issues among primary school children. A study was undertaken to evaluate the knowledge, attitude and practice of animal welfare in primary school children as well as two different teaching methods for animal welfare, namely humane lessons (HL) and Animal Kindness Clubs (AKC). The gender perspective, in terms of differences in attitude towards and knowledge in animal welfare, was also evaluated as well as the link between domestic and animal violence. The study was performed in collaboration with Lilongwe Society for the Protection and Care of Animals (LSPCA). A questionnaire of multiple choice character was handed out to 249 children aged between 9 and 15 from six different schools.

This Masters thesis concerns difficulties experienced by Gender Studies researchers in an information seeking context. The aim is to identify, and study the cause of, these potential difficulties by asking the following questions: How do researchers in Gender Studies seek information? What difficulties may arise when information seeking is carried out in Gender Studies? What may be the cause of these difficulties? What does Gender Studies consist of? In order to find feasible answers to these questions, particular attention is paid to the context in which the researchers exist and work. The database KVINNSAM serves as an example of how libraries have tried to overcome barriers in information seeking in Gender Studies. The method used is a qualitative one based on interviews and literature studies.

The national curriculum states that the school actively should promote that women and men have equal rights and opportunities and that there is a responsibility to counteract traditional gender patterns. However do research observations show that teachers often treat girls and boys differently. Studies show that the teachers are influenced by their conceptions and their expectations of gender behavior. The aim of this study is to examine how teachers in preschool and primary school discuss gender awareness and how they state that they work with gender awareness according to the curriculum goals of counteracting the traditional gender patterns.The study is inspired by the phenomenographic research approach and the empirical material has been collected by qualitative interviews with eight teachers in preschool and primary school. The empirical material has together with earlier research and theories been analyzed and discussed in order to reach a conclusion.

This study is about what teachers in primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

Den du är, inte den du förväntas vara ? en kvalitativ studie av läroböcker i religionskunskap och dess behandling av kön, sexualitet och etnicitet (Who you are, not who you are expected to be - a qualitative studie of textbooks in religious studies and the treatment of gender, sexuality and ethnicithy) is a qualitative study with the primary focus to examine textbooks as a resource for the teacher. Focus is put on how gender, sexuality and ethnicity is portrayed in textbooks for religious studies in upper secondary school. The textbooks are also examined as a resource based on their usefulness. To do this a hermeneutic approach was taken and the textbooks were studied based on the knowledge they provided and their readability.

Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective.