This Master’s Thesis is based on six individual qualitative interviews with the teachers responsible for ‘Sex Education’ at six different teacher training institutions, as well as five observations of ‘Sex Education’ at three teacher training institutions and one at ‘Sex & Samfund’. We have through this empirical data identified some of the norms about gender and sexuality that affect the teacher education in Denmark. Through analyses and discussions of the heterosexual norm, we discovered that ‘Sex Education’ in the teacher education programmes mostly focuses on the heterosexual pupils. In the society there is a tacit expectation that all pupils are heterosexual, thus the teaching is directed towards this sexual orientation. In connection with the heterosexual norm we discovered that gender norms also affect this education, for example through expectations as to how “real” girls and boys should be. We also found that the only gender identities referred to were “boys” and “girls”, which create a world exclusively consisting of cisgendered boys and girls. Another norm states that dealing with sexuality is something private, which means that it can be difficult to talk about, especially with children and young people. This affects the way that teachers think about ‘Sexual Education’; all of our informants think that teaching ‘Sex Education’ is both challenging and difficult. We investigated language affects the teaching process, and specifically how words can produce and reproduce gender and sexuality norms. Which reality do these specific words produce and reproduce? We discovered that the specific use of words to a great extent privilege the heterosexual and cisgendered. This heteronormativity is problematic when dealing with ‘Sex Education’, as it makes heterosexuality seem as the “natural” and "right" sexuality, and all other sexual orientations as “different”. Last but not least we examined what it means to be a professional sex education teacher, according to our informants. We also examined whether the external “professional” teachers’ teaching was different from the local teachers’ own teaching, looking specifically at the norms about gender and sexuality. Through our study, we found out that the norms about gender and sexuality is the same in the external "professional’s" teaching as in the local teachers teaching.
|Uddannelser||Kommunikation, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||31 mar. 2014|