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Thesis (Doctoral)

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1946/19480

Title: 
  • Queering the Icelandic upper secondary schools : heteronormative discourse and the experiences of queer students in Icelandic upper secondary schools
Degree: 
  • Doctoral
Abstract: 
  • Abstract is in Icelandic

    Doktorsritgerðin er framlag til fræða um hinsegin ungmenni. Hún beinir
    sjónum að orðræðu hins gagnkynhneigða regluverks (heteronormative
    discourse) og reynslu hinsegin nemenda í íslenskum framhaldsskólum.
    Hinseginfræði mynda kenningarramma rannsóknarinnar. Einnig er stuðst
    við ólíkar kenningar um mótun rýmisins, mótspyrnu, ásamt kenningum um
    samtvinnun kyngervis og kynhneigðar. Markmið rannsóknarinnar er að
    skoða og lýsa þeim þáttum orðræðunnar sem festa í sessi hetrósexíska
    hugmyndafræði innan framhaldsskólans, jafnt innan stofnana sem og á milli
    einstaklinga. Ennfremur er áhersla lögð á að lýsa reynslu hinsegin nemenda.
    Eigindlegum rannsóknaraðferðum er beitt: Í fyrsta lagi voru tekin 14 viðtöl
    við hinsegin nemendur og í öðru lagi framkvæmdar vettvangsathuganir í
    tveimur framhaldsskólum, annars vegar í Reykjavík og hins vegar utan
    Reykjavíkur. Gögnunum var safnað á tímabilinu 2010 til 2012. Þátttakendur
    í viðtalsrannsókninni voru fæddir á tímabilinu 1987 til 1993 og höfðu
    annaðhvort nýlega brautskráðst eða voru enn í framhaldsskóla.
    Niðurstöður benda til þess að ungt fólk sem er að velta fyrir sér
    kynhneigð eða birtingarmyndum kyngervis, eigi erfitt með að fóta sig innan
    framhaldsskólans. Þetta er þó einstaklingsbundið og fer jafnframt eftir
    skólum, eins og fram kemur í þeim ritrýndu greinum sem fylgja ritgerðinni.
    Stofnanabundinn hetrósexismi, hulinn eða áberandi, er hluti af menningu
    skólanna og samskipti starfsmanna og nemenda. Ennfremur er kyngervi og
    kynhneigð mótuð af orðræðu hins gagnkynhneigða regluverks. Þar fá
    ákveðnar birtingarmyndir kyngervis meira vægi og orðræðan um kynhneigð
    snýst um gagnkynhneigð, þar sem þeir nemendur sem ekki laga sig að
    ríkjandi viðmiði kynhneigðar og/eða kyngervis eru settir skör lægra.

  • Abstract is in Icelandic

    This dissertation expands the literature on queer youth. It focuses on the
    heteronormative discourse and the experiences of queer students in
    Icelandic upper secondary schools. Queer theory forms the overall
    theoretical framework of the research. It is employed in connections to
    different theories on space, resistance and the intersectionality of gender
    and sexuality. The purpose of the study is to examine and describe the
    discursive factors that contribute to the heterosexist ideology within the
    upper secondary school settings, both at individual and institutional levels.
    Furthermore, the focus is on the experience of queer students. The study is
    rooted in a qualitative research tradition and consists of two main parts: an
    interview study with 14 LGBT students (Lesbian, Gay, Bisexual and
    Transgender) and an ethnographic study conducted at two upper secondary
    schools, one located in Reykjavík and another in a small town in northern
    Iceland. Data were collected over a period of two years (2010–2012). The
    participants were born in 1987–1993 and had graduated, or were still
    attending, an upper secondary school.
    The findings suggest that young people, who are questioning their
    gender identity, sexuality or both, find it difficult to come to terms with
    their feelings during their formative years in upper secondary school. This
    depends on the individual and the particular school setting, as revealed in
    the three articles presented at the end of the synopsis. These articles all
    conclude that LGBT students face difficulties when coming into the open
    with their feelings, although the scale and scope of these difficulties varied
    among the research participants. Institutionalized heterosexism, either
    subtle or overt, is interwoven into the school culture and social interactions
    of faculty members and students. In addition, gender and sexuality within
    the upper secondary school are still constructed around the discourse of
    heteronormativity. Particular gender performances gain more capital and
    the discourse of sexuality revolves around heterosexuality, in some
    instances marginalizing those students that do not conform to the
    dominant discourse of either gender or sexuality.

Accepted: 
  • Sep 3, 2014
URI: 
  • http://hdl.handle.net/1946/19480


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