Default heterosexualitet i arbetet med noveller i språkundervisning på högstadiet

Main Article Content

Angelica Simonsson


This article studies the production of heterosexuality as a default setting in a language classroom. Using observations in a year 8 Swedish class as a method for data production, the focus is on the production of sexuality in the interaction between the teacher, the pupils and the teaching material in the class- room work with three short stories. The aim is to problematize the way hetero- sexuality is being reproduced as taken for granted, both through the content of the short stories and through the interaction in class around the stories. The analyses shows that the continuous unmarked presence of heterosexual narratives serve as a default background in the short stories and is followed up in the teaching in its focus on the dramaturgic aspects of writing a short story rather than on the meaning making aspects of writing and reading. The practices of taking heterosexuality for granted reproduce heterosexuality as a default in the classroom, which reproduces it as normative, whilst also creating a pedagogical leeway.

Article Details

How to Cite
Simonsson, A. (2017). Default heterosexualitet i arbetet med noveller i språkundervisning på högstadiet. Educare, (2), 169– 190.
Author Biography

Angelica Simonsson, Göteborgs universitet

PhD Student, Department of Education and Special Education, University of Gothenburg


Alexander, Jonathan (2008). Literacy, Sexuality, Pedagogy: Theory and Practice for Composition Studies. Utah: Utah State University Press. DOI:

Ashcraft, Cathrine (2009). Literacy and Sexuality: What’s the Connection? Journal of Adolescent & Adult Literacy, 52(7), 636-638. DOI:

Blackburn, Mollie V (2002). Disrupting the (hetero)normative: Exploring literacy performances and identity work with queer youth. Journal of Adolescent & Adult Literacy, 46(4), 312-324.

Bolander, Eva & Fejes, Andreas (2015). Diskursanalys. I Andreas Fejes & Robert Thornberg (Red.), Handbok i kvalitativ analys (ss. 90-114). Stockholm: Liber.

Brekhus, Wayne (1998). A Sociology of the Unmarked: Redirecting Our Focus. Sociological Theory, 16(1), 34-51. DOI:

Butler, Judith (1990/1999). Gender Trouble. Feminism and the Subversion of Identity. London and New York: Routledge.

Butler, Judith (1993/2011). Bodies that Matter. On the Discursive Limits of “Sex”. London and New York: Routledge. DOI:

Butler, Judith (2004). Undoing Gender. London and New York: Routledge. DOI:

Butler, Judith (2006). Genus ogjort. Kropp, begär och möjlig existens. Norge: Norstedts Akademiska Förlag.

Cameron, Deborah & Kulick, Don (2003). Language and Sexuality. Cambridge: Cambridge University Press. DOI:

DeWalt, Kathleen Musante & DeWalt, Billie R (2011). Participant observation: a guide for fieldworkers. Lanham, Md: Rowman & Littlefield.

Dörnyei, Zoltán (2009). The L2 motivational self system. I Zoltan Dörnyei & Ema Ushioda (Red.), Motivation, Language Identity and the L2 Self (ss. 9-42). Buffalo: Multilingual Matters. DOI:

Ericsson, Stina. (2015). Mina heterosexuella skolår. Normkritik och skrivande i skolan. I Maria Lindgren & Gudrun Svensson (Red.), Skrivande i skolan (ss.133-143). Malmö: Gleerups.

Halberstam, Judith (2005). In a Queer Time and Place. Transgender Bodies, Subcultural Lives. New York & London: New York University Press.

Howarth, David (2007). Diskurs. Malmö: Liber.

Hübinette, Tobias, Hörnfeldt, Helena, Farahani, Fataneh, & Léon Rosales, René (Red.) (2012). Om ras och vithet i det samtida Sverige. Tumba: Mångkulturellt centrum.

Jagose, Annamarie (1996). Queer theory: an introduction. New York: New York University Press.

Kappra, Rick & Vandrick, Stephanie (2006). Silenced voices speak: Queer ESL students recount their experiences. The CATESOL Journal, 18(1), 138-150.

Kitzinger, Celia (2005). “Speaking as a Heterosexual”: (How) Does Sexuality Matter for Talk-in-Interaction? Research on Language and Social Interaction, 38(3), 221-265. DOI:

Kulick, Don (2006). No. I Deborah Cameron & Don Kulick (Red.), The Language and Sexuality Reader (ss. 285-298). London and New York: Routledge.

Källström, Lisa (2011). Vad kan vi lära oss av berättelser? Det fiktivas funktion i svenska som främmande språk. Educare, 2011(1), 139-161.

Lee Rosiek, Jerry & Heffernan, Julia (2014). Can’t code what the Community can’t see: a Case of the Erasure of Heteronormative Harassment. Qualitative Inquiry, 20(6), 726-733. DOI:

Liddicoat, Anthony J (2009). Sexual Identity as linguistic Failure: Trajectories of Interaction in the Heteronormative Language Classroom. Journal of Language, Identity, and Education, 8(2-3), 191-202. DOI:

Lindgren, Eva & Enever, Janet (2015). Developing an Understanding of Språkdidaktik in Sweden Today. I Eva Lindgren & Janet Enever (Red.), Språkdidaktik: Researching Language Teaching and Learning (ss.11-18). Umeå: Umeå Studies in Language and Literature 26, Umeå Universitet.

Malmquist, Anna, Gustavson, Malena & Schmitt, Irina (2013). Queering School, queers in school: An introduction. Confero, 1(2), 5-15. DOI:

Milani, Tommaso M (2014). Sexed signs – queering the scenery. International Journal of the Sociology of Language, 2014(228), 201-225. DOI:

Milani, Tommaso M (2015). Theorizing Language and Masculinities. In Tommaso M Milani (Red.), Language and Masculinities. Performances, Intersections, Dislocations (ss. 8-33). New York and London: Routledge.

Moench, Candice (2012). Queer adolescent Girls use of out-of School Literacy events to semiotically express understanding of their gender and sexual identity in order to enhance personal agency in their lives.(Doktorsavhandling). USA: UMI Dissertation Publishing.

Moje, Elisabeth Birr & MuQaribu, Mudhillun (2003). Literacy and Sexual Identity. Journal of Adolescent & Adult Literacy, 47(3), 204-208.

Moore, Ashley R (2016). Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners. Tesol Quarterly, 50(1), 86-108. DOI:

Munro Hendry, Petra (2010). Response to Denise Taliaferro-Baszile: The Self: A Bricolage of Curricular Absence. I Erik Malewski (Red.), Curriculum Studies Handbook - The Next Moment (ss. 496-499). London & New York: Routledge.

Nelson, Cynthia D (2006). Queer Inquiry in Language Education. Journal of Language, Identity, and Education, 5(1), 1-9. DOI:

Nelson, Cynthia D (2009). Sexual identities in English language education: Classroom conversations. New York: Routledge. DOI:

Paiz, Joshua M (2015). Over the monochrome rainbow: Heteronormativity in ESL reading texts and textbooks. Journal of Language and Sexuality, 4(1), 77-101. DOI:

Ripley, Matthew, Anderson, Eric, McCormack, Mark & Rockett, Ben (2012). Heteronormativity in the university classroom: novelty attachment and content substitution among gay-friendly students. Sociology of Education, 85(2), 121-130. DOI:

Sikes, Pat (2010). Teacher-Student sexual Relations: key Risks and ethical Issues. Ethnography and education, 5(2), 143-157. DOI:

Sunderland, Jane, Cowley, Maire, Abdul Rahim, Fauziah, Leontzakou, Christina & Shattuck, Julie (2000). From Bias “In the text” to “Teacher Talk around the Text”: An Exploration of Teacher Discourse and Gendered Foreign Language Textbook Texts. Linguistics and Education, 11(3), 251-286. DOI:

Vetter, Amy M (2010).”´Cause I’m G”: Identity Work of a Lesbian Teen in Language Arts. Journal of Adolescent & Adult Literacy, 54(2), 98-108. DOI:

Wahlström, Ninni (2015). Läroplansteori och didaktik. Malmö: Gleerups Utbildning AB.