Towards a reflective care in Education The ambivalence of professional caring masculinities in a Swedish Edu-care context

Anette Hellman,A.G Abdullah,I.G.N.A Suryaputra,J Foley,A Hellman

doi:10.1051/shsconf/20184200002

Anette Hellman, A.G Abdullah + Show 3 more

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https://doi.org/10.1051/shsconf/20184200002

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Journal: SHS Web of Conferences	Publication Date: Jan 1, 2018
Citations: 2	License type: CC BY 4.0

Affiliation: University of Gothenburg

Abstract

In the past decade, dominant global discourses about individuality and competence have become evident in pedagogy policy and practice [1]. Although traditional ways in Sweden of understanding ‘Educare’ (A holistic model of education and care) may still exist, Sweden, as several other western countries, have seen a shift towards a more performative culture where the concept of education tends to be related to traditional school subjects – such as the learning of language or mathematics [2,3]. Research has problematized the way care has become blurred and marginalized in relation to learning in educational settings and policy documents. It has also been argued that we need to analyze care as a reflective practice and learn more about how theories of care could be implemented [4]. The purpose of this paper is to explore notions about care and gender in contemporary Sweden and the concept I in this paper suggest for this discussion is reflective educational care [4].

Highlights

Discoursers about gender equality are strong in Sweden
Notions on equality are manifested in policy documents and laws, such as 18 months parental leave available to both parents and obligations for teachers in Early Childhood Education (ECE) to counteract gender stereotypes
Sweden still has quite low numbers of men working in professional care for young children and several male preschool teachers describe how they have to negotiate quite stereotype understandings of gender in ECE.2

Summary

Introduction

Discoursers about gender equality are strong in Sweden. Notions on equality are manifested in policy documents and laws, such as 18 months parental leave available to both parents and obligations for teachers in Early Childhood Education (ECE) to counteract gender stereotypes. This negotiation can be seen as needed due to gendered ideas of who is seen as suited for which kind of work, which calls for men to find strategies to negotiate masculinities, in order to keep up with a normative locally constructed view on masculinity and care as well as find ways to be an individual and professional teacher.

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