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Socialt arbete inom utbildningens diskurs: En kvalitativ studie av skolkuratorers syn på normkritiskt arbete
University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Social work within the discourse of education : A qualitative study about the school counselors’ point of view about the norm-critical work (English)
Abstract [sv]

Skolans primära uppgift är utbildning men den har också en lagstadgad skyldighet att arbeta mot diskriminering, kränkningar och trakasserier, en uppgift som oftast åläggs skolkuratorn. Med utgångspunkt i intresseområdet kring hur det sociala arbetet får utrymme och auktoritet då det genomförs inom en annan professions domän är syftet med studien att undersöka hur skolkuratorer upplever grundskolans normkritiska arbete samt hur de genom detta arbetar för att motverka könsnormernas negativa effekter. Studiens empiriska material är framtaget genom kvalitativ metod i form av semistrukturerade intervjuer med tre skolkuratorer. Datan analyserades genom meningskoncentrering och tolkades utifrån bidrag från Bronfenbrenners utvecklingsekologiska modell samt Foucaults diskursteori. Resultatet visar att det normkritiska arbetet främst anses genomsyra vardagen och existerar bland annat genom upprättande av likabehandlingsplaner. Skolkuratorn bär ett stort ansvar i att driva ett normkritiskt arbete, men saknar auktoritet i sin yrkesroll till följd av sin sekundära position. Resultatet visar också på att kunskapen kring könsnormer och hur individen påverkas av dessa är bristfällig inom skolan som verksamhet vilket utgör ett hinder för att arbeta normkritiskt.

Abstract [en]

The school’s primary task is education, but it also have a legal obligation to work against discrimination, violations and harassment, a task that is usually imposed on the school counselor. Based on the area of interest regarding how the social work gets space and authority when it is placed within another profession’s domain, the purpose of the study is to investigate how school counselors perceive the school’s norm-critical work and how they work to counteract the negative effects of gender-norms. The study’s empirical material has been developed through qualitative method in forms of semi-structured interviews with three school counselors. The data was analyzed by ”sentence-concentration” and was interpreted through contributions from Bronfenbrenner’s human development theory and Foucalt’s discourse theory. The result shows that the norm-critical work is considered to imbue everyday life and mainly exists through the establishment of a “equal treatment plan”. The school counselor bears a great responsibility in running a norm-critical work but lacks authority in the professional role as a result of the secondary position. The result also shows that the knowledge of gender norms and how the individual is affected by these is insufficient in school which constitutes an obstruction for the norm-critical work.

Place, publisher, year, edition, pages
2019. , p. 50
Keywords [en]
School counselor, norm-critical work, schoolsocial work, ecology theory, discourse theory, qualitative study, social pedagogy
Keywords [sv]
Skolkurator, normkritik, skolsocialt arbete, utvecklingsekologi, diskursteori, kvalitativ metod, socialpedagogik
National Category
Social Work
Identifiers
URN: urn:nbn:se:hv:diva-14100Local ID: ESC501OAI: oai:DiVA.org:hv-14100DiVA, id: diva2:1337654
Subject / course
Social work
Educational program
Socialpedagogik
Supervisors
Examiners
Available from: 2019-07-23 Created: 2019-07-16 Last updated: 2019-07-23Bibliographically approved

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