“Det var ju väldigt fokus på det mera heteronormativa...” : En kvalitativ undersökning om heteronormativitet och inkluderingen av HBTQ+ i sexualundervisningen inom naturkunskap/biologi.

Sammanfattning

Sex education in Swedish schools has been obligatory for more than 70 years, and for the last couple of years, the Swedish National Agency for Education has worked towards an inclusive sexual education which defies heteronormativity. This study aims to use past pupils’ experiences to explore heteronormativity and the inclusion of LGBTQ+ in the sex education of the subjects, biology and science. The data material was collected from six semi-structured interviews. The participants were past pupils who had graduated from secondary school sometime during the last three years and had read at least one course of biology or science during secondary school. Queer theory and specifically the concept of heteronormativity was used as a theoretical framework for the analysis of the data material. The results showed that heteronormativity in sex education of biology and science is characterised and facilitated by two aspects: (1) hierarchy and differentiation between hetero- and homosexuality and; (2) differentiation of men and women. The results showed that the inclusion of LGBTQ+ in the sexual education of biology and science show that (1) LGBTQ+ is excluded (2) LGBTQ+ is made invisible and silenced; (3) inclusion of LGBTQ+ depends on pupils’ interest and; (4) discrimination of LGBTQ+. In conclusion, the study shows indications that the sex education of biology and science is based on a heteronormative perspective which is maintained by the two elements of heteronormativity and that the inclusion of LGBTQ+ is insufficient due to its lack of depth in the content and being based in heteronormativity.