“I don’t even know what gender means”: Exploring Norwegian 9th grade EFL learners understanding of Gender Identity

Abstract

This thesis investigates the use of process drama as an innovative pedagogical approach to foster 9th-grade EFL students’ reflections and understandings of gender identity. The study involves a small-scale classroom intervention conducted with 17 students, utilizing activities such as free listing, four corners, tableaux, and thought-tracking, followed by focus group interviews. The reflections and discussions captured during these activities were meticulously analyzed using thematic analysis, aiming to uncover the nuances in students’ perceptions of gender identity. The research is anchored in the principles of promoting critical reflection and understanding within the classroom, aligning with the LK20 curriculum’s emphasis on inclusion, diversity, critical thinking, and ethical reflection. Thus, this study aims to answer: What understanding of gender identity do Norwegian EFL 9th graders express through their participation in a process drama? By conducting a thematic analysis, the researcher was able to identify common themes based on the collected data, such as: 1) discussions on gender and sexuality and 2) questioning gender stereotypes, including sub-themes: 1a) binary gender versus gender identity, and 2a) visual appearances and 2b) gender and school performance. The results indicate that process drama activities and focus group interviews reveal common attitudes as the participants mostly adhered to a binary understanding of gender: male and female. Additionally, the participants discussed visual characteristics such as appearance, in the sense of clothing and hairstyle, behavior, and societal expectations, noting that gender is often viewed through a stereotypical lens.

This thesis investigates the use of process drama as an innovative pedagogical approach to foster 9th-grade EFL students’ reflections and understandings of gender identity. The study involves a small-scale classroom intervention conducted with 17 students, utilizing activities such as free listing, four corners, tableaux, and thought-tracking, followed by focus group interviews. The reflections and discussions captured during these activities were meticulously analyzed using thematic analysis, aiming to uncover the nuances in students’ perceptions of gender identity. The research is anchored in the principles of promoting critical reflection and understanding within the classroom, aligning with the LK20 curriculum’s emphasis on inclusion, diversity, critical thinking, and ethical reflection. Thus, this study aims to answer:What understanding of gender identity do Norwegian EFL 9th graders express through their participation in a process drama? By conducting a thematic analysis, the researcher was able to identify common themes based on the collected data, such as: 1) discussions on gender and sexuality and 2) questioning gender stereotypes, including sub-themes: 1a) binary gender versus gender identity, and 2a) visual appearances and 2b) gender and school performance. The results indicate that process drama activities and focus group interviews reveal common attitudes as the participants mostly adhered to a binary understanding of gender: male and female. Additionally, the participants discussed visual characteristics such as appearance, in the sense of clothing and hairstyle, behavior, and societal expectations, noting that gender is often viewed through a stereotypical lens.