{"id":80,"date":"2021-02-25T13:01:22","date_gmt":"2021-02-25T13:01:22","guid":{"rendered":"https:\/\/uni.hi.is\/ingo\/?p=80"},"modified":"2024-03-05T17:12:04","modified_gmt":"2024-03-05T17:12:04","slug":"heimsendir-i-nand-fyrir-drengi-a-islandi","status":"publish","type":"post","link":"https:\/\/uni.hi.is\/ingo\/2021\/02\/25\/heimsendir-i-nand-fyrir-drengi-a-islandi\/","title":{"rendered":"Heimsendir \u00ed n\u00e1nd fyrir drengi \u00e1 \u00cdslandi?"},"content":{"rendered":"

\u00deann 31. jan\u00faar sl. h\u00f3fst \u00ed Morgunbla\u00f0inu<\/em> fj\u00f6gurra greina flokkur sem birtist \u00fe\u00e1 og n\u00e6stu \u00ferj\u00e1r sunnudaga um m\u00e1lefni drengja \u2013 h\u00e1lfger\u00f0 heimsendaumr\u00e6\u00f0a. Greinaflokkurinn h\u00f3fst \u00e1 or\u00f0unum \u201e\u00dea\u00f0 er g\u00f6mul saga og n\u00fd a\u00f0 drengir eigi undir h\u00f6gg a\u00f0 s\u00e6kja \u00ed \u00edslenska sk\u00f3lakerfinu\u201c. \u00cd greinaflokkinum er byggt \u00e1 \u00feeirri tv\u00edhyggju milli drengja og st\u00falkna a\u00f0 \u00fea\u00f0 sem annar hvor h\u00f3purinn f\u00e6r s\u00e9 teki\u00f0 af hinum, til d\u00e6mis me\u00f0 \u00fev\u00ed a\u00f0 halda \u00fev\u00ed fram a\u00f0 fj\u00f6lgun st\u00falkna \u00far brautskr\u00e1ningarh\u00f3pum framhalds og h\u00e1sk\u00f3la geti leitt til \u201esamf\u00e9lagslegrar skekkju sem a\u00f0 \u00f3breyttu \u00e1 bara eftir a\u00f0 aukast\u201c (Grein 1, kynning, bls. 8).<\/p>\n

Drengjaor\u00f0r\u00e6\u00f0an \u2013 drengjavi\u00f0sn\u00faningurinn<\/strong><\/p>\n

Drengaor\u00f0r\u00e6\u00f0an um menntun og sk\u00f3la er \u00feekkt al\u00fej\u00f3\u00f0legt fyrirb\u00e6ri og felur \u00ed s\u00e9r vi\u00f0sn\u00faning fr\u00e1 \u00fev\u00ed a\u00f0 huga s\u00e9rstaklega a\u00f0 menntun st\u00falkna \u00fear sem drengir s\u00e9u or\u00f0nir eftir \u00e1 \u00ed sk\u00f3lakerfinu, samanber fyrirs\u00f6gn Morgunbla\u00f0sins<\/em> 31. jan\u00faar: \u00derengir a\u00f0 drengjum<\/em>. \u00deessi or\u00f0r\u00e6\u00f0a um halla \u00ed sk\u00f3lakerfinu drengjum \u00ed \u00f3hag hefur fl\u00e6tt um me\u00f0al r\u00edkari \u00fej\u00f3\u00f0a sem stundum eru nefndar alheimsnor\u00f0ri\u00f0, me\u00f0an menntun st\u00falkna heldur \u00e1fram a\u00f0 vera meginvi\u00f0fangsefni\u00f0 sem Sameinu\u00f0u \u00fej\u00f3\u00f0irnar leggja \u00e1herslu \u00e1 me\u00f0al \u00fej\u00f3\u00f0a.<\/p>\n

\u00cd grein sem \u00e9g skrifa\u00f0i me\u00f0 \u00e1str\u00f6lsku kollegunum Bob Lingard og Martin Mills eftir a\u00f0 \u00feeir h\u00f6f\u00f0u heims\u00f3tt \u00cdsland til a\u00f0 tala \u00e1 r\u00e1\u00f0stefnu um drengjamenningu b\u00e1rum vi\u00f0 saman \u00feessa or\u00f0r\u00e6\u00f0u \u00ed l\u00f6ndunum tveimur. Vi\u00f0 s\u00e1um sk\u00fdr merki bakslags gegn meintum \u00e1hrifum fem\u00ednisma \u00e1 \u00e1stralskt sk\u00f3lakerfi en mun um sl\u00edkt bakslag \u00e1 \u00cdslandi. S\u00ed\u00f0an \u00fe\u00e1 hafa veri\u00f0 haldnar r\u00e1\u00f0stefnur um m\u00e1lefni drengja og karla \u00ed kennslu, fari\u00f0 \u00ed \u00e1taksverkefni um n\u00fdli\u00f0un karla \u00ed yngri barna kennslu og skipa\u00f0ir vinnuh\u00f3par, til d\u00e6mis um n\u00e1ms\u00e1rangur drengja (sk\u00fdrsla Reykjav\u00edkurborgar 2011). Ein r\u00e1\u00f0stefna hefur veri\u00f0 \u00ed gangi s\u00ed\u00f0an \u00ed haust og \u00e1 fj\u00f3r\u00f0i hluti hennar a\u00f0 vera \u00ed mars \u2013 en \u00feessi r\u00e1\u00f0stefna \u00e1tti reyndar a\u00f0 vera eins dags r\u00e1\u00f0stefna \u00ed mars \u00ed fyrra og var fresta\u00f0 \u00fat af Covid.<\/p>\n

Greinaflokkur Morgunbla\u00f0sins<\/strong><\/p>\n

Morgunbla\u00f0i\u00f0 r\u00e6ddi vi\u00f0 sj\u00f6 karla og \u00ferj\u00e1r konur me\u00f0al fagf\u00f3lks, stj\u00f3rnm\u00e1laf\u00f3lks og leikmanna. \u00c9g las greinarnar og sumar \u00feeirra nokkrum sinnum til a\u00f0 \u00e1tta mig \u00e1 \u00feeim \u00fer\u00e1stefjum sem k\u00e6mu fyrir \u00ed \u00feeim og var \u00fe\u00e1 einkum a\u00f0 leita a\u00f0 \u00feekktum stefjum \u00far drengjaor\u00f0r\u00e6\u00f0unni en einnig \u00feeim heildarsvip sem var \u00e1 umfj\u00f6lluninni og \u00e9g ger\u00f0i grein fyrir \u00ed upphafi.<\/p>\n

Fyrirsagnirnar voru \u00derengir a\u00f0 drengjum<\/em>; Foreldrar hafi tr\u00fa \u00e1 f\u00e6rni sinni<\/em>; Heil kynsl\u00f3\u00f0 er \u00ed h\u00fafi<\/em>; Erum vi\u00f0 tilb\u00fain til a\u00f0 f\u00f3rna einni kynsl\u00f3\u00f0 drengja?<\/em> Eins og sj\u00e1 m\u00e1 er fyrirs\u00f6gn 2 nokku\u00f0 af \u00f6\u00f0rum toga. Eins er r\u00e9tt a\u00f0 nefna strax a\u00f0 fyrirs\u00f6gnin Heil kynsl\u00f3\u00f0 er \u00ed h\u00fafi<\/em>, \u00e1 grein n\u00famer 3, er ekki \u00ed g\u00f3\u00f0u samr\u00e6mi vi\u00f0 vi\u00f0tali\u00f0 sem fylgir.<\/p>\n

\u00der\u00e1stefin<\/strong><\/p>\n

\u00dea\u00f0 er ekki \u00feannig a\u00f0 \u00e9g setji mig m\u00f3ti \u00f6llu \u00fev\u00ed sem sagt er \u00ed vi\u00f0t\u00f6lunum. L\u00edklega er \u00e9g samm\u00e1la meirihluta af \u00fev\u00ed sem fram kemur \u00fe\u00f3tt \u00e9g s\u00e9 ekki \u00e1n\u00e6g\u00f0ur me\u00f0 heildarumgj\u00f6r\u00f0ina e\u00f0a heimsendaor\u00f0r\u00e6\u00f0una. \u00c9g \u00e1kva\u00f0 gera ekki greinarmun \u00e1 or\u00f0um bla\u00f0s og vi\u00f0m\u00e6lenda og reyndar l\u00edka a\u00f0 nefna ekki vi\u00f0m\u00e6lendurna. H\u00e9r er tilraun til a\u00f0 greina or\u00f0r\u00e6\u00f0u en ekki hanka vi\u00f0m\u00e6lendur fyrir einst\u00f6k or\u00f0 e\u00f0a hr\u00f3sa \u00feeim fyrir \u00f6nnur. Efftir atvikum er efni\u00f0 endursagt e\u00f0a or\u00f0r\u00e9tt, oftast \u00e1n g\u00e6salappa.<\/p>\n

Drengir \u00ed h\u00e6ttu \u2013 samf\u00e9lag \u00ed h\u00e6ttu<\/em><\/p>\n

Erum vi\u00f0 tilb\u00fain a\u00f0 f\u00f3rna einni kynsl\u00f3\u00f0 drengja? (Grein 4, fyrirs\u00f6gn, bls. 8).<\/p>\n

St\u00f3rir h\u00f3par sem b\u00faa vi\u00f0 skert t\u00e6kif\u00e6ri eru frj\u00f3r jar\u00f0vegur fyrir \u00fdmsar \u00f6fgahreyfingar \u00ed stj\u00f3rnm\u00e1lu, rei\u00f0i og f\u00e9lagsleg vandam\u00e1l (Grein 4, bls. 8).<\/p>\n

Drengir gjalda \u00e1rangurs kvenna - andfem\u00ednismi<\/em><\/p>\n

\u00cd meira en \u00e1ratug hafa konur veri\u00f0 um 70% \u00feeirra sem lj\u00faka h\u00e1sk\u00f3lapr\u00f3fi \u00e1 \u00cdslandi sem er ein birtingarmynd \u00feess vanda sem drengir gl\u00edma vi\u00f0 innan sk\u00f3lakerfisins (Grein 4, kynning, bls. 8).<\/p>\n

\u00cd rammagrein er v\u00edsa\u00f0 \u00ed tveggja \u00e1ratuga gamla b\u00f3k, The war against boys: How misguided feminism is harming our young men<\/em>, en reyndar er teki\u00f0 fram a\u00f0 b\u00f3kin hafi fengi\u00f0 misjafna d\u00f3ma (Grein 4, bls. 10) \u2013 og er \u00fea\u00f0 ekki ofm\u00e6lt.<\/p>\n

Orka drengja og einbeitingarskortur drengja<\/em><\/p>\n

Of langar kennslustundir (Grein 1, bls. 8).<\/p>\n

Fanga \u00fearf \u00e1str\u00ed\u00f0u drengjanna (Grein 1, bls. 12).<\/p>\n

Bry\u0301nt a\u00f0 beisla orkuna (Grein 1, bls. 10).<\/p>\n

Lengi hefur legi\u00f0 fyrir a\u00f0 sko\u0301lakerfi\u00f0 vir\u00f0ist henta stu\u0301lkum betur en drengjum og vi\u00f0 hljo\u0301tum a\u00f0 \u00feurfa a\u00f0 ry\u0301na i\u0301 a\u0301st\u00e6\u00f0ur \u00feess, sko\u00f0a drengjamenninguna betur og vinna me\u00f0 hana. \u00dea\u0301 er e\u0301g til d\u00e6mis a\u00f0 tala um orkuna, hvernig beislum vi\u00f0 hana og leyfum henni a\u00f0 njo\u0301ta si\u0301n? Vi\u00f0 \u00feurfum li\u0301ka a\u00f0 vekja a\u0301huga drengjanna svo a\u00f0 \u00feeir upplifi a\u00f0 \u00feeir hafi eitthva\u00f0 fram a\u00f0 f\u00e6ra innan veggja sko\u0301lans. Se\u0301 \u00feeim bara tro\u00f0i\u00f0 i\u0301 boxi\u00f0 er \u00fea\u00f0 a\u0301vi\u0301sun a\u0301 vanli\u0301\u00f0an, uppreisn og heg\u00f0unarvandama\u0301l (Grein 2, bls. 13).<\/p>\n

Virkja \u00fearf drengina fr\u00e1 fyrsta degi, \u00f6rva \u00e1huga \u00feeirra og gera sk\u00f3lann merkingarb\u00e6rari. (Grein 4, bls. 10).<\/p>\n

L\u00edffr\u00e6\u00f0ilegar sk\u00fdringar \u2013 \u00fe\u00f6rfin fyrir hreyfingu.<\/em><\/p>\n

A\u00f0 hans so\u0308gn eru li\u0301ffr\u00e6\u00f0ilegar sky\u0301ringar a\u0301 \u00fevi\u0301 hvers vegna drengir eru fyrirfer\u00f0armeiri i\u0301 leiksko\u0301la en stu\u0301lkur. Rannso\u0301knir sy\u0301na a\u00f0 \u00fea\u00f0 tengist me\u00f0al annars testo\u0301stero\u0301ni, sem drengir hafa meira af en stu\u0301lkur, en \u00fea\u00f0 hefur mikil a\u0301hrif a\u0301 \u00feeirra atferli. Testo\u0301stero\u0301n hefur a\u0301hrif a\u0301 \u00fero\u0301un vinstri hluta heila drengja i fo\u0301sturli\u0301fi. Testo\u0301steron er ein af a\u0301st\u00e6\u00f0um fyrir \u00fevi\u0301 a\u00f0 drengir eiga oftar i\u0301 vanda me\u00f0 ma\u0301l\u00feroska, hreyfi\u00feroska, gli\u0301ma oftar vi\u00f0 lestrarerfi\u00f0leika, ADHD og einhverfu (Grein 1, bls. 10)<\/p>\n

Mj\u00f6g mikilv\u00e6gt a\u00f0 kennslustundir s\u00e9u ekki of langar \u00ed yngstu bekkjunum og bo\u00f0i\u00f0 s\u00e9 upp \u00e1 hreyfingu alla daga sem b\u00f6rnin eru \u00ed sk\u00f3lanum (Grein 1, bls. 10).<\/p>\n

Dagleg kr\u00f6ftug hreyfing skiptir sk\u00f6pum hva\u00f0 var\u00f0ar vell\u00ed\u00f0an (Grein 3, bls. 10).<\/p>\n

Sk\u00f3lakerfi\u00f0 hentar ekki drengjum<\/em><\/p>\n

F\u00e1ir efast lengur um a\u00f0 sk\u00f3lakerfi\u00f0 hentar st\u00falkum betur en drengjum, \u00fea\u00f0 hefur \u00edtreka\u00f0 komi\u00f0 fram \u00ed \u00feessum greinaflokki (Grein 4, bls. 10).<\/p>\n

Karlkyns kennarar sem fyrirmyndir<\/em><\/p>\n

Karlkennurum hefur f\u00e6kka\u00f0 jafnt og \u00fee\u0301tt a\u0301 li\u00f0num a\u0301ratugum, ekki si\u0301st i\u0301 grunnsko\u0301lanum, og [vi\u00f0m\u00e6landi] er i\u0301 ho\u0301pi \u00feeirra sem gjalda var-hug vi\u00f0 \u00feeirri \u00fero\u0301un. \u201eAu\u00f0vita\u00f0 horfa stra\u0301kar ekkert si\u0301\u00f0ur upp til kvenna en karla i\u0301 kennslu en jafnv\u00e6gi\u00f0 \u00fearf a\u00f0 vera meira. \u00deess utan g\u00e6ti veri\u00f0 a\u00f0 stra\u0301kar tengdu betur vi\u00f0 karlkennara og fyndu i\u0301 \u00feeim fyrirmynd\u201c. Hva\u00f0 er h\u00e6gt a\u00f0 gera til a\u00f0 snu\u0301a \u00feessari \u00fero\u0301un vi\u00f0 og fjo\u0308lga ko\u0308rlum i\u0301 kennslu aftur? \u201eBlasir \u00fea\u00f0 ekki vi\u00f0? \u00dea\u00f0 hljo\u0301ta fyrst og fremst a\u00f0 vera launin. Undirbyggingin fra\u0301 hendi menntama\u0301lara\u0301\u00f0uneytisins \u00fearf li\u0301ka a\u00f0 vera markvissari. \u00dea\u00f0 \u00fearf a\u00f0 leggja \u00feetta \u00feannig upp a\u00f0 b\u00e6\u00f0i kynin s\u00e6ki i\u0301 \u00feessi sto\u0308rf. \u00dea\u00f0 \u00fearf a\u00f0 hvetja drengi strax a\u0301 grunnsko\u0301lastiginu til a\u00f0 s\u00e6kja si\u0301\u00f0ar meir i\u0301 kennslu, ekkert si\u0301\u00f0ur en stu\u0301lkur. En \u00fea\u00f0 er kannski erfitt \u00fear sem fyrirmyndirnar eru svo fa\u0301ar. \u00dea\u00f0 eru vond skilabo\u00f0 (Grein 2, bls. 13).<\/p>\n

Vantar a\u00f0ger\u00f0ir<\/em><\/p>\n

Drengir \u00ed meirihluta \u00feeirra 1100 nemenda \u00ed hverjum \u00e1rgangi sem geti ekki lesi\u00f0 s\u00e9r til gagns a\u00f0 loknu grunnsk\u00f3lapr\u00f3fi. \u00c1 hverjum fj\u00f3rum \u00e1rum ver\u00f0ur til h\u00f3pur sem samsvarar \u00edb\u00faum Vestmannaeyja sem getur ekki lesi\u00f0 s\u00e9r til gagns. \u00dea\u00f0 s\u00e9 ekki n\u00f3g a\u00f0 b\u00faa til t\u00edu \u00e1ra \u00e1\u00e6tlun til \u00feess a\u00f0 taka \u00e1 \u00feessu m\u00e1li ... \u00feetta s\u00e9 alvarlegra en svo (Grein 4, bls. 8).<\/p>\n

Vi\u00f0 \u00feurfum a\u00f0 byrja strax og grunnsk\u00f3laganga hefst; vinna vinnuna betur \u00feegar b\u00f6rnin eru sex og sj\u00f6 \u00e1ra. Vi\u00f0 vorum \u00feess umkomin a\u00f0 fara \u00ed markvissar a\u00f0ger\u00f0ir var\u00f0andi st\u00f6\u00f0u kvenna \u00e1 vinnumarka\u00f0i, \u00feess vegna hlj\u00f3tum vi\u00f0 a\u00f0 l\u00edka a\u00f0 geta teki\u00f0 \u00e1 vanda drengja \u00ed sk\u00f3lakerfinu. Markviss vinna skilar \u00e1rangri. Virkja \u00fearf drengina fr\u00e1 fyrsta degi, \u00f6rva \u00e1huga \u00feeirra og gera sk\u00f3lann merkingarb\u00e6rari. Sk\u00f3linn \u00fearf a\u00f0 tengja vi\u00f0 drengina og taka betur utan um \u00fe\u00e1 (Grein 4, bls. 11).<\/p>\n

Kr\u00f6fur til foreldra \u2013 stu\u00f0ningur vi\u00f0 foreldra<\/em><\/p>\n

En \u00feetta stendur ekki bara upp a\u0301 sko\u0301lakerfi\u00f0. Foreldrar \u00feurfa a\u00f0 gefa se\u0301r ti\u0301ma til a\u00f0 hlu\u0301a a\u00f0 bo\u0308rnum si\u0301num. Tala vi\u00f0 \u00feau, fylgjast me\u00f0 na\u0301mi \u00feeirra, veita \u00feeim stu\u00f0ning og a\u00f0hald og hja\u0301lpa \u00feeim a\u00f0 finna lei\u00f0beinendur og fyrirmyndir. \u201e\u00dea\u00f0 a\u0301 ekki si\u0301st vi\u00f0 um fyrstu a\u0301rin, sem eru gri\u0301\u00f0arlega mikilv\u00e6g og mo\u0301tandi. \u00dea\u00f0 er u\u0301tiloka\u00f0 ma\u0301l a\u00f0 setja o\u0308ll bo\u0308rn i\u0301 sama fari\u00f0.\u201c (Grein 1, bls. 12).<\/p>\n

A\u00f0ger\u00f0aleysi stjo\u0301rnvalda lei\u00f0ir \u00fevi\u0301 oftar en ekki af se\u0301r a\u00f0 hu\u0301n [m\u00f3\u00f0irin] annast meira um barni\u00f0. Li\u0301ta ma\u0301 a\u0301 sli\u0301kt a\u00f0ger\u00f0aleysi sem vi\u00f0haldandi afl vi\u00f0 hef\u00f0bundin kynhlutverk eldri kynslo\u0301\u00f0a. Auk \u00feess f\u00e6r mo\u0301\u00f0irin mun meiri stu\u00f0ning hja\u0301 heilbrig\u00f0iskerfinu a\u0301 me\u00f0go\u0308ngu en fa\u00f0irinn, samanber m\u00e6\u00f0ravernd en ekki foreldravernd (Grein 2, bls. 12).<\/p>\n

\u00dea\u00f0 skiptir o\u0308llu ma\u0301li a\u00f0 foreldrar hafi tru\u0301 a\u0301 f\u00e6rni sinni. Ef ma\u00f0ur vill \u00fea\u0301 getur ma\u00f0ur! (Grein 2, bls. 12).<\/p>\n

Gegnum aldirnar hefur a\u0301byrg\u00f0 a\u0301 barnauppeldi hvi\u0301lt meira a\u0301 m\u00e6\u00f0rum en fe\u00f0rum en [vi\u00f0m\u00e6landi] fagnar \u00fevi\u0301 a\u00f0 a\u0301 seinni a\u0301rum se\u0301u fleiri og fleiri fe\u00f0ur farnir a\u00f0 taka virkari \u00fea\u0301tt og axla a\u0301byrg\u00f0. \u201e\u00dea\u00f0 er se\u0301rstaklega mikilv\u00e6gt a\u00f0 \u00feeir gefi se\u0301r ti\u0301ma til a\u00f0 tala vi\u00f0 syni si\u0301na, um na\u0301mi\u00f0, a\u0301hugama\u0301lin, samskipti kynjanna og fleira, en kenningar um fe\u0301lagsna\u0301m benda a\u0301 a\u00f0 vi\u00f0 tileinkum okkur fremur hugmyndir og sjo\u0301narmi\u00f0 \u00feeirra sem eru af sama kyni\u201c (Grein 2, bls. 12)<\/p>\n

\u00de\u00f6ggun <\/em><\/p>\n

Fr\u00e6\u00f0imenn eins og [nafni sleppt h\u00e9r] eru bu\u0301nir a\u00f0 hro\u0301pa \u00feetta a\u0301rum saman i\u0301 ey\u00f0imo\u0308rkinni (Grein 1).<\/p>\n

Lokaor\u00f0<\/strong><\/p>\n

Kannski er of harmr\u00e6nt a\u00f0 segja a\u00f0 bla\u00f0i\u00f0 sp\u00e1i heimsendi \u00ed umfj\u00f6llun sinni, en ef eing\u00f6ngu eru lesnar fyrirsagnir og kynningarm\u00e1lsgreinar bla\u00f0sins me\u00f0 st\u00f3ru letri er \u00fea\u00f0 ekki fjarri lag. En ef greinarnar eru lesnar \u00fe\u00e1 sp\u00e1 margir vi\u00f0m\u00e6lendur ekki sl\u00edkum \u00f6rl\u00f6gum.<\/p>\n

Munu koma s\u00e9rstakar a\u00f0ger\u00f0ir til hagsb\u00f3ta menntun drengja? M\u00edn krafa er s\u00fa a\u00f0 allar s\u00e9rt\u00e6kar a\u00f0ger\u00f0ir fyrir tiltekna h\u00f3pa ver\u00f0i ekki \u00feess e\u00f0lis a\u00f0 \u00fe\u00e6r geti bitna\u00f0 \u00e1 einhverjum \u00f6\u00f0rum. Ef gert ver\u00f0ur r\u00e1\u00f0 fyrir meiri hreyfingu fyrir drengi \u2013 \u00fearf ekki a\u00f0 gera l\u00edka r\u00e1\u00f0 fyrir meiri hreyfingu fyrir \u00f6nnur b\u00f6rn? Anna\u00f0 vi\u00f0mi\u00f0 sem \u00e9g set er a\u00f0 ekki ver\u00f0i slegi\u00f0 af kr\u00f6fum til drengjanna til a\u00f0 koma til m\u00f3ts vi\u00f0 meintan einbeitingarskort. Heppilegast er breytingar sem yr\u00f0u ger\u00f0ar \u00e1 sk\u00f3lastarfi n\u00e1i til allra nemenda.<\/p>\n

Vesturb\u00e6jarsk\u00f3li st\u00f3\u00f0 a\u00f0 \u00fer\u00f3unarverkefni sem h\u00f3fst 2005 \u2013 var\u00f0 m\u00f3\u00f0ursk\u00f3li um drengjamenningu (sj\u00e1 til d\u00e6mis Morgunbla\u00f0i\u00f0<\/em>, 7. apr\u00edl 2005). Vesturb\u00e6jarsk\u00f3li \u00e1kva\u00f0 strax a\u00f0 fara eftir vi\u00f0mi\u00f0um af \u00fev\u00ed t\u00e6i sem \u00e9g hef nefnt: A\u00f0 sl\u00e1 ekki af kr\u00f6fum til drengja e\u00f0a annarra barna og a\u00f0 breytingar n\u00e6\u00f0u til allra barna. Kennarar \u00far sk\u00f3lanum heims\u00f3ttu sk\u00f3la \u00e1 Englandi sem voru \u00feekktir fyrir a\u00f0 \u00fe\u00e6r v\u00e6ri l\u00edtill munur \u00e1 n\u00e1ms\u00e1rangri drengja og st\u00falkna og innleiddi \u00ed kj\u00f6lfari\u00f0 kennslua\u00f0fer\u00f0ir um ritun (sj\u00e1 vi\u00f0tal \u00ed Morgunbla\u00f0inu, 29. jan\u00faar 2008). A\u00f0fer\u00f0irnar hafa veri\u00f0 teknar upp \u00ed m\u00f6rgum sk\u00f3lum (sj\u00e1 til d\u00e6mis handb\u00f3k eftir \u00d6nnu Svanhildi Dan\u00edelsd\u00f3ttur og fleiri \u00ed \u00c1lftanessk\u00f3la).<\/p>\n

L\u00e6t svo sta\u00f0ar numi\u00f0 \u00ed bili.<\/p>\n

Heimildir<\/strong><\/p>\n

Anna Svanhildur Dan\u00edelsd\u00f3ttir Brynhildur Snorrad\u00f3ttir Gu\u00f0finna Arad\u00f3ttir Rannveig Stef\u00e1nsd\u00f3ttir. (2015\u20132017). Handb\u00f3k<\/em>.<\/em> Kennsluh\u00e6ttir \u00ed anda John Morris<\/em>. S\u00f3tt af https:\/\/www.gardabaer.is\/media\/throunarsjodur-grunnskola\/Upp-a-bord---G2015-_Alftanesskoli.pdf<\/p>\n

Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Bob Lingard & Martin Mills.\u00a0(2009).\u00a0Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland.\u00a0Scandinavian Journal of Educational Research<\/em>,\u00a053:4,\u00a0309\u00ad\u20133\u00ad25,\u00a0DOI:\u00a010.1080\/00313830903043083<\/a><\/p>\n

Kennsla sem skilar \u00e1rangri, l\u00edka hj\u00e1 str\u00e1kum. (2008, 29. jan\u00faar). Morgunbla\u00f0i\u00f0. https:\/\/www.mbl.is\/greinasafn\/grein\/1188586\/<\/p>\n

Morgunbla\u00f0i\u00f0<\/em>, 31. jan\u00faar ,bls. 8, 10, 12; 7. febr\u00faar, bls. 12\u201313; 14. febr\u00faar, bls. 8, 10; 21. febr\u00faar, bls. 8, 10.<\/p>\n

M\u00f3\u00f0ursk\u00f3li fyrir drengjamenningu. (2005, 7. apr\u00edl). Morgunbla\u00f0i\u00f0<\/em>. https:\/\/www.mbl.is\/greinasafn\/grein\/1010753\/<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u00deann 31. jan\u00faar sl. h\u00f3fst \u00ed Morgunbla\u00f0inu fj\u00f6gurra greina flokkur sem birtist \u00fe\u00e1 og n\u00e6stu \u00ferj\u00e1r sunnudaga um m\u00e1lefni drengja \u2013 h\u00e1lfger\u00f0 heimsendaumr\u00e6\u00f0a. Greinaflokkurinn h\u00f3fst \u00e1 or\u00f0unum \u201e\u00dea\u00f0 er g\u00f6mul saga og n\u00fd a\u00f0 drengir eigi undir h\u00f6gg a\u00f0 s\u00e6kja \u00ed \u00edslenska sk\u00f3lakerfinu\u201c. \u00cd greinaflokkinum er byggt \u00e1 \u00feeirri tv\u00edhyggju milli drengja og st\u00falkna a\u00f0 […]<\/p>\n","protected":false},"author":1365,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17488],"tags":[],"class_list":["post-80","post","type-post","status-publish","format-standard","hentry","category-samantektir"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/80","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/users\/1365"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/comments?post=80"}],"version-history":[{"count":1,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/80\/revisions"}],"predecessor-version":[{"id":81,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/80\/revisions\/81"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/media?parent=80"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/categories?post=80"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/tags?post=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}