I föränderliga och slutna rosa rum. En etnografisk studie av kön, ålder och andlighet i en svensk waldorfförskola.

The purpose of the study is to examine how the material and spatial dimension of the daycare facility, and its overall pedagogical intentions, contribute to shaping gender identity, and how this is seen in a Swedish Rudolf Steiner daycare facility (in Swedish called a “Waldorfförskola”).

The study shows that the specific daycare facility investigated in the study at first glance appears to be gender stereotypical and represents a feminine universe with pale pink walls and a cosy decor. It has motherly staff who focus on handicrafts and domestic chores. However, the author concludes that in fact this is not the case. It is clear from the data material that the children are encouraged to participate in the same activities regardless of gender, and that the children are not categorised on the basis of gender. The author assesses that it is just as natural for boys as it is for girls to participate in activities such as sewing, embroidery and domestic chores. In other words, the daycare facility provides a space where gender is not important. On the basis of this finding, the author introduces the concept “situated gender decoding”. Situated gender decoding is possible due to certain characteristics of the daycare facility. According to the author, this is for example seen in the facility’s repetitive structure, where routines and activities follow a certain pattern throughout the day, week and year. These patterns have been planned well in advance. This structure is related to a shift between continuity and change. Moreover, the study reveals a clear material and spatial delimitation through which the daycare facility becomes a closed space in which the borders between ‘home’ and ‘daycare’ are maintained. Moreover, the study shows that a special spiritual dimension is made clear through ritualised practices in the daycare facility and this enhances gender decodification. Thus the ritualisation enhances and supports the spiritual dimension of the pedagogical practices applied at the facility. Even the staff’s repeated and consistent actions contribute to the gender decodification. The study demonstrates the mutual connectedness between the child, gender and spirituality, and how this connectedness is seen in the daycare facility’s pedagogical practices.

The data material is based on field work at a Rudolf Steiner daycare facility for a period of 18 months. The material consists of observations of participants, sound recordings, photographs and interviews. A total of 17 children aged between three and seven participated in the study. Two early childhood educators and one kitchen assistant also participated.

Frödén, S. (2012). I föränderliga och slutna rosa rum. En etnografisk studie av kön, ålder och andlighet i en svensk waldorfförskola. Ph.d.-afhandling. Örebro universitet.