Doing Justice

Kristina Hermansson,Anna Nordenstam

doi:10.36368/njolas.v3i02.144

Abstract

The aim of this article is to examine the perceptions and uses of norm critical literature in Swedish preschool. The research questions highlighted are: What primary uses are associated with norm critical literature in preschool, according to preschool teachers and observations of reading aloud? How does the (claimed) usage of norm critical literature relate to required anti-discrimination and gender equality work? These questions are answered by focusing on the perceptions of preschool teachers as expressed in qualitative interviews with seven educators, and by additional observations of teachers reading aloud to children at six preschools in three different communities in Sweden. The data is categorized by thematical analysis. Two main themes were discerned: "The mirror" and "Combatting (masculine) gender norms". The findings are primarily discussed in relation to Nancy Fraser's (1997) distinction of different kinds of justice and Chantal Mouffe's (2005) concept of the political. The study shows that norm critical literature is considered to be a tool in the obliged value work, used as a mirror and as a tool in combatting outdated gender norms, especially regarding masculinity. The conclusion is that justice in terms of recognition and affirmative recognition were prioritized, while justice in terms of redistribution or transformative recognition was not brought to the fore (Fraser 1997).

Highlights

Since the late 1990s, gender equality has been part of the pedagogical content and the value basis, inscribed in curricula and the Education Act in Sweden
The primary research questions are: What primary uses are associated with norm critical literature in preschool, according to preschool teachers and observations of reading aloud? How does the usage of norm critical literature relate to the obliged antidiscrimination and gender equality work?
The Mirror All preschool teachers in this study submitted norm critical literature as an important tool to use in the gender equality, anti-discrimination and democracy work obliged by the curriculum in which diversity is emphasized

Summary

Introduction

Since the late 1990s, gender equality has been part of the pedagogical content and the value basis, inscribed in curricula and the Education Act in Sweden. Norm critical perspectives shall be part of examination objects in education of all teachers, including preschool teachers (Skolverket 2009). Today, this specific form of non-oppressive or anti-discrimination pedagogy, called "norm critical pedagogy", is frequently used in the legally mandated gender equality and non-discrimination work in Swedish preschools and schools. Norm critical pedagogy is usually recognized as a more inclusive follow-up to pedagogy of tolerance and its surrounding discourse The latter refers to pedagogic equality or anti-discrimination work that highlights prejudices by pinpointing what is regarded as deviant in order to make the majority more tolerant towards ‘the Other’ (Rosén 2010, 79). Difficulties in implementing norm critical perspectives in practice have been discussed by other researchers (Gunnarsson 2019; Eidevall and Lentz Taguchi 2011)

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Conclusion