Evolution of Needlework and Woodwork in Swedish Schools and Gender Roles
The history of needlework and woodwork in Swedish schools is an interesting reflection of societal norms and expectations. From the 19th century to the present, these subjects have undergone significant changes, often reflecting the broader context of gender roles in Swedish society.
Historical Context and Gender Roles
In 1874, woodwork was made compulsory for boys, while needlework was required for girls. By 1972, these subjects became compulsory for all students from the age of nine. However, the time allotted to each subject was halved, meaning that the content was reduced. This pattern of assigning different subjects based on gender was a common practice in school systems across the world during that time.
When I, as a student in 1973, began learning woodwork and needlework, it was a significant event. Adults were very interested and even amused that boys were taking needlework classes. They believed it was important for boys to learn these skills because they could not always depend on women to repair their clothes. Furthermore, they thought that everyone would forever rely on repairing clothing as it was a natural part of life. These views reflect the deeply entrenched gender roles and expectations of the time.
Gender Dynamics in Education
The gender dynamics surrounding these subjects shifted over the years. By the time I was in school just a decade later, the roles had begun to evolve. While needlework and woodwork were still compulsory, students in the 1980s could choose which subject to continue in each year. This mandated choice allowed for greater flexibility and individual preferences.
During the eighth grade, we had the opportunity to make knives in a Sami-style manner, which was both a fun and practical activity. However, the experience was predominantly male, reflecting the prevailing gender norms. Interestingly, quite a few boys chose to continue with needlework classes, likely because they thought it would be an easier option. In contrast, very few girls opted for woodworking, which was largely dominated by boys.
Current Trends and Choices
Starting from the seventh grade, students had the option to choose extra classes in addition to their regular subjects. During this period, everyone between the seventh and ninth grades had to make a selection from a wide range of extra lessons. I, for example, took a hunting exam through these extra classes. However, my experience with woodworking was entirely male, with no female students present in the woodworking classes in the latter two years of school.
This evolution in school subjects and gender roles has been gradual, with modern Swedish education policies aiming to remove gender biases and promote gender equality. Today, schools strive to ensure that both genders have equal access to and opportunities in all subjects, reflecting changing societal values and gender norms.
Conclusion
The history of needlework and woodwork in Swedish schools is a microcosm of the broader shifts in gender roles and societal expectations. From the compulsory segregation of these subjects based on gender to the current trend of gender-neutral policies, Swedish schools have played a key role in promoting equality and diversity. As these changes continue, it is important to reflect on the impact of such policies on both individual students and society as a whole.