Børnekultur, køn og læreprocesser i børnehave og indskoling

The article discusses the rhetoric of "the poor boys" and the "feminisation" of day-care institutions and primary schools. Referring to international as well as the authors own research, some of the common understandings are questioned. Instead of seeing "essence" as th...

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Autor principal:	Jan Kampmann
Formato:	article
Lenguaje:	DA EN NB SV
Publicado:	The Royal Danish Library 2000
Materias:	Social Sciences H
Acceso en línea:	https://doaj.org/article/ca0fb75f15a947fb894cb0299f2fa751
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id	oai:doaj.org-article:ca0fb75f15a947fb894cb0299f2fa751
record_format	dspace
spelling	oai:doaj.org-article:ca0fb75f15a947fb894cb0299f2fa7512021-12-01T00:11:00ZBørnekultur, køn og læreprocesser i børnehave og indskoling10.7146/kkf.v0i1.283552245-6937https://doaj.org/article/ca0fb75f15a947fb894cb0299f2fa7512000-03-01T00:00:00Zhttps://tidsskrift.dk/KKF/article/view/28355https://doaj.org/toc/2245-6937The article discusses the rhetoric of "the poor boys" and the "feminisation" of day-care institutions and primary schools. Referring to international as well as the authors own research, some of the common understandings are questioned. Instead of seeing "essence" as the explanation for the existence of gender-stereotypes among children, focus is on children's never ending negotiations on gender. Attention is drawn to children as agents and to children's cultural constructions concerning the meaning and impact of gender. Gender appears to be of central importance to children's attempt to establish social boundaries, collective and individual identities through play and social interation. Qualified input from adults to these negotiations seems to be a diversity of masculinities and femininities, rather than conforming to a kind of "Tazan and Jane"-dichotomy.Jan KampmannThe Royal Danish LibraryarticleSocial SciencesHDAENNBSVKvinder, Køn & Forskning, Iss 1 (2000)
institution	DOAJ
collection	DOAJ
language	DA EN NB SV
topic	Social Sciences H
spellingShingle	Social Sciences H Jan Kampmann Børnekultur, køn og læreprocesser i børnehave og indskoling
description	The article discusses the rhetoric of "the poor boys" and the "feminisation" of day-care institutions and primary schools. Referring to international as well as the authors own research, some of the common understandings are questioned. Instead of seeing "essence" as the explanation for the existence of gender-stereotypes among children, focus is on children's never ending negotiations on gender. Attention is drawn to children as agents and to children's cultural constructions concerning the meaning and impact of gender. Gender appears to be of central importance to children's attempt to establish social boundaries, collective and individual identities through play and social interation. Qualified input from adults to these negotiations seems to be a diversity of masculinities and femininities, rather than conforming to a kind of "Tazan and Jane"-dichotomy.
format	article
author	Jan Kampmann
author_facet	Jan Kampmann
author_sort	Jan Kampmann
title	Børnekultur, køn og læreprocesser i børnehave og indskoling
title_short	Børnekultur, køn og læreprocesser i børnehave og indskoling
title_full	Børnekultur, køn og læreprocesser i børnehave og indskoling
title_fullStr	Børnekultur, køn og læreprocesser i børnehave og indskoling
title_full_unstemmed	Børnekultur, køn og læreprocesser i børnehave og indskoling
title_sort	børnekultur, køn og læreprocesser i børnehave og indskoling
publisher	The Royal Danish Library
publishDate	2000
url	https://doaj.org/article/ca0fb75f15a947fb894cb0299f2fa751
work_keys_str_mv	AT jankampmann børnekulturkønoglæreprocesseribørnehaveogindskoling
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Børnekultur, køn og læreprocesser i børnehave og indskoling

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