Revolt against the "fusspot" - Positioning oneself as Home Economics teacher

Abstract

Teaching about home and family life has been the task of Home Economics teachers in Sweden for more than hundred years. The school subjects were introduced as part of a societal struggle to better the living conditions for individuals and families. The Home Economics teacher was instructed to transform natural science language understandable to the girls and teach about healthy living. Since 1962 the school subject 'Home Economics', now named 'Home and consumer studies' (HCS), is mandatory for both boys and girls. The teachers teaching the subject, are positioned and positioning themselves in a play of different ways of being HCS teacher. The aim of the study is to examine how HCS teachers position and thus construct themselves. Eight teachers were interviewed. The analysis was undertaken in two steps, first, a HSC-teacher stereotype was established - the typical HCS teacher - as described by the interviewees. Second, a shift was made beyond these dominant beliefs/truths about the profession to locate other stories about of HCS-teacher. The typical HCS teacher was described as a fusspot, proper, whining, lecturing, and as one who knows 'the right way'. The results reveal how this description has impact on the possibilities for the HCS teacher in school today to be professional and to work according to present steering documents. Furthermore, the results also show how the teachers resist and question the stereotypical picture of the HCS teacher, which thus becomes seriously challenged. Today there are not one but several ways of positioning oneself as HCS teacher.