Moški in moškosti v socialnopedagoškem poklicu

magistrsko delo

Tara Jurjaševič (Author), Veronika Tašner (Mentor)

Abstract

Magistrsko delo raziskuje, kako socialni pedagogi doživljajo svojo spolno identiteto in kateri so morebitni pozitivni ali negativni vidiki moškosti v feminiziranem poklicu. Feministične študije in študije spola so v zgodovini veliko pozornosti namenjale teoretiziranju binarnosti spola in oblikovanju ženske spolne identitete. Po drugem valu feminizma v 70. letih 20. stoletja se je začelo postopno preizpraševanje moške spolne identitete in temu je sledil razvoj kritičnih študij moških in moškosti. Moškost se je začelo dojemati kot večplastno in mnogotero, posebej izpostavljen je bil koncept hegemone moškosti. Slednja obstaja v relaciji z drugimi moškostmi in ženskim spolom ter zajema ideal moškosti v določenem času in prostoru. Spolna ureditev določa tudi delovne prakse. Posebej spolno zaznamovano je skrbstveno delo, ki je že stoletja v domeni žensk. V socialni pedagogiki, tako kot v večini poklicev, ki se ukvarjajo s skrbjo za druge, še danes najdemo le malo število moških. Raziskava je kvalitativna, za zbiranje podatkov so uporabljeni polstrukturirani intervjuji. Vprašanja so osredotočena na razloge, zakaj se moški odločijo za socialnopedagoški poklic, ali imajo zaradi svoje spolne identitete prednosti ali ovir in kako doživljajo svojo spolno identiteto. Rezultati so pokazali, da se socialni pedagogi poskušajo oddaljiti od dela socialnih pedagoginj, da zavzemajo bolj stereotipno moško vlogo ter da so deležni mnogih prednosti. Njihove izkušnje se razlikujejo glede na njihovo predstavo o svoji moškosti – več težav pri delu izkusijo tisti, ki se ne morejo naslanjati na stereotipno moške lastnosti (kot je npr. fizična moč).

Keywords

feminizirani poklici;moškosti;spol;

Data

Language:	Slovenian
Year of publishing:	2022
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Jurjaševič]
UDC:	159.922.1:141.72-055.1(043.2)
COBISS:	105665283
Views:	0
Downloads:	0
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Men and masculinities in social pedagogical profession
Secondary abstract:	This master thesis researched how social pedagogues experience their gender identity and the negative and positive sides of masculinities in social pedagogical professions. Feminist studies and gender studies throughout history have largely focused on developing theories around gender binary and the development of women’s gender identity. Following the second wave of feminism in the 1970s, there have been developments that question men's gender identity which resulted in critical studies of men and masculinities. Masculinity was understood as multi-layered and manifold and a concept of hegemonic masculinity was developed. It describes a type of most desirable form of masculinity in a certain society and time and it is shaped in relation to other masculinities and women. Furthermore, gender order also influences labour relations. Care work has been for centuries understood as women's work. In social pedagogy, like in many care professions, women greatly outnumber men. This research is qualitative, half structured interviews were used for gathering data. Questions were focused on understanding why men enter the social pedagogical profession, whether they experience any advantages or disadvantages due to their gender identity and how they experience their masculinity. The analysis has shown that social pedagogues try to differentiate their work from their female colleagues, they take on a more stereotypical male role and experience many benefits. Their experiences differ based on their idea of masculinity – men run into more problems if they can't lean onto their »male« characteristics such as physical strength.
Secondary keywords:	Feminizem in vzgoja in izobraževanje;Feministi;Moški;Socialna pedagogika;Spolna identiteta;Univerzitetna in visokošolska dela;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages:	77 str.
ID:	15107310