This thesis - through empirical analysis such as hanging out, reading stories a lot (self composed with a gender-confusing storyline) and interviewing in a day-care institution - queries how children aged 4-6 understand gender; which actions do they conceptualize and associate with what it is to be a boy or to be a girl, and how do they position themselves in order of these constructions. We situate ourselves in a poststructuralist understanding and research tradition, where focus is on the way the social world constantly is being constituted through discursive practises in which subjects engage. Referring to international as well as Danish researchers, we question some of the common understandings about gender, and we focus on the children’s negotiations on the subject. The way gender is socially constructed in our society means that in learning to be human, to be accepted members of our society, children must learn to take themselves up as either girl or boy in a ‘correct’ way. Such gendered positions constitute subjectivities and our lived experience and structures and defines our possibilities and limitations. If the possible ways of being either boy or girl are to be broadened and multiplied, the focus in the narratives of the social world must be open for new types of negotiations (or at least be differentiated), open up to a more many-facetted understanding of what it is to be male or female, boy or girl, and present children with the fact that masculinity and femininity can be many things.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||1 aug. 2008|
|Vejledere||Jan Kampmann & Allan Westerling|