Kvinnors representation i historia på gymnasiet : En kvalitativ intervjustudie kring hur kvinnor representeras i historieundervisningen på gymnasienivå

Sammanfattning

The aim of this essay is to use semi-structured interviews to investigate how Swedish upper secondary school history teachers include a female perspective in their teaching. The study is carried out through six interviews with Swedish upper secondary school history teachers, located in central Sweden. The results show that teachers find it hard to include a female perspective. The interviews reveal that lack of time, teaching materials, and historiography are the main reasons why a female perspective is not represented to the same extent as the male perspective. Furthermore, the study shows that the teachers would like to include a female perspective in their teaching, but it has to be implemented appropriately, and not as an add on to teaching. The conclusion indicates that history teaching would benefit from a wider female perspective and a less androcentric perspective. The results further indicate that history teaching may negatively influence students’ perceptions of society when women are underrepresented in Swedish upper secondary school history teaching.