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theses

Since 1998 Swedish preschools are mandated by law to counteract traditional gender roles and gender patterns. However, state inspection shows that preschools often reproduce rather than counteract these gender roles and patterns. To the extent that preschools are established as formal and informal structures for gender equality, does the feminist preschool in Sweden exist? This dissertation research examines the questions: Considering that the political-administrative system perceives it as a problem that preschools in the Södermalm district of Stockholm, Sweden, are not working sufficiently to counteract traditional gender roles and gender patterns—which is part of their mandate according to official preschool education policy, rules, and guidelines—how can this implementation problem be explained? Furthermore, what solutions emerge? These questions are addressed from an interdisciplinary feminist theoretical framework, utilizing contributions from the sociology of education and organizational theory. The research uses discourse analysis of interview and archival data to analyze the history of Swedish preschool education, the discursive and ideological formations that policy has served, and the content and implementation of official policy. The analysis explores policy formation and implementation in a social and political environment and the interpretation and implementation of policy in preschools. Findings suggest that although preschools are committed to implementing the mandate, there are a number of reasons for their uneven implementation practices. Four sets of explanations and solutions emerge: 1. Preschools fail to comply; 2. Preschools are incapable of implementing the mandate because they misinterpret central concepts; 3. Preschools lack the needed knowledge and resources and 4. The mandate is purposefully vague, entreating employees to internalize and externalize ideas counterproductive to implementation. Findings support the hypothesis that a combination of these issues contributes to explaining problems raised by implementation. Findings suggest that adopted solutions to explanations 1-3 include performance management and management by objectives strategies as well as inspection mechanisms. Preschools receive limited direction and guidance on implementation and investment in further educating employees in gender issues is limited. The analysis suggests explanation 4 is central to understanding problems related to implementation. The foundation of preschools, policy, and implementation serve patriarchal class society by reproducing dominant liberal-democratic and pluralist-functional discourses. These perpetuate a national self-image, positioning Sweden as equal, progressive, and rational, which challenges implementation of the feminist preschool. Based on these findings the dissertation suggests that Swedish policy makers apply a feminist perspective to examine official policy, rules, and guidelines, definitions of central concepts, and whether these reproduce a myth of gender equality. Further, preschools could become more feminist by practicing gender pedagogy that for example utilizes gender-neutral language. Also, preschools could eliminate traditionally gendered and oppressive activities and activities that inculcate patriarchal and capitalist ideology.

ETD_5606

doi:10.7282/T3HX19ZQ

Ph.D.

Includes bibliographical references

Includes vita

by Anna Bolette Lind-Valdan

ETD doctoral

The author owns the copyright to this work.