An analysis of the ideological work of the discourses of ‘fair play’ and moral education in perpetuating inequitable gender practices in PETE

Abstract

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Dowling, F. J., Kårhus, S. (2011). An analysis of the ideological work of the discourses of 'fair play' and moral education in perpetuating inequitable gender practices in PETE. Physical Education and Sport Pedagogy, 16,[197][198][199][200][201][202][203][204][205][206][207][208][209][210][211].Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline. Purpose: The study aimed to explore the extent to which PETE can be seen to nurture equitable learning environments, within a discourse of teacher professionalism which celebrates diversity, by using the lens of gender equity. Research design and data collection:Qualitative data have been generated from individual, in-depth interviews, group interviews and the content analysis of PETE curricula. The sample comprised 8 PE teacher educators (2 female/6 male), 12 student teachers (3 female/9 male), An analysis of the ideological work of fair play 3Findings: The analyses revealed that the concept of 'fair play', combined with the prevailing gender discourses and dominant views of teacher professionalism in PETE, does considerable 'ideological work' to sustain inequitable gender relations. The discourse of 'fair play' draws upon actors' common sense understandings of the concept as opposed to theoretical perspectives, as does the hegemonic discourse of gender which is evident in the data. Rather than developing professional identities which celebrate diversity, PETE culture in Norway seems to continue a subject tradition of constructing teachers, student teachers and pupils as universal, disembodied, and de-contextualised subjects. Conclusions:The study warns us to the dangers of imposing 'discursive closure' if PETE culture legitimates discourses about gender and morality which limit actors' understandings of the complexities of these phenomena. We advocate a PETE culture that emphasises plurality and acknowledges the inevitable power structures imbued in different ways of knowing.An analysis of the ideological work of fair play 4 Summary for practitionersMany physical educators express a desire to provide positive learning experiences for all pupils. Research informs us, however, that this is no easy objective to fulfil. Research on gender relations in PE reveals for example that many actors within the field (both in schools and in institutions of higher education) are exposed to inequitable learning environments which favour white, mesomorph, middle class males, and marginalise males who do not live up to this ideal, as well as the majority of females. There are many complex structures which influence upon how gender is experienced in PE, not least the subject culture of PE and the attitudes and beliefs of teacher educators, student teachers, teachers and pupils. This paper analyses in particular the way in which beliefs about 'fair play' and moral education through the physica...

Teachers' perceptions of physical education content and influences on gender differences

“…These results coincide with those of Wellard (2011), and it can be stated that teachers generally observe a masculine approach to physical education, leading to girls' lower participation in the classes (Azzarito, 2009;Dowling & Kårhus, 2011;Gard, 2008;Verscheure & Amade-Escot, 2007). The curriculum has certain contents, but the teachers can encourage some preferences that offer possibilities to all the students, and this affects the activities that could be performed out of school.…”

“…The theoretical rationale is that boys and girls do not have equal opportunities to participate in the physical activities of physical education classes, and therefore, the benefits are greater for boys than for girls. In other words, teachers direct these activities with a 'masculine' approach (Azzarito, 2009;Dowling & Kårhus, 2011;Verscheure & Amade-Escot, 2007), in the same way that boys understand that certain activities are 'for girls' (Gard, 2008). For example, some sports are considered to be excessively competitive (Dwyer et al, 2006), although it has been shown that differences in competitiveness should not involve sex differences in sport participation (Gill, 1986).…”

Teachers’ Opinions on Health Education Implementation in Polish Lower and Upper Secondary Schools

“…Th e gathered data are consistent with Muros Ruitz and Fernández-Balboa's (2005) research results, which showed that the knowledge and understanding of basic defi nitions and principles among the interviewed PE teachers in Spain were in many cases inadequate and inconsistent with the literature. Likewise, while interviewing PE teachers in Norway, Dowling (2008;Dowling, Kårhus, 2011) found that their understanding of gender issues in PE was somewhat lacking, rooted in their biographies and common-sense understanding rather than being theoretically formed. Th e obtained data lead to the conclusion that among the teacher's competences mentioned in the fi rst paragraph, knowledge is the primary one.…”

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“…Research on reflexive practices prove it is difficult for teachers to focus the complexity of relations and influences from society, including gender ones. Dowling and Kårhus (2011) proved how teachers' discourses are simplified, aligned on generic conceptual values (game rules, transferring team work values) excluding all other influences, including gender ones. School is not the only agency where stereotyped gender roles can survive, however its mission is to criticise, rather than ignore or legitimise these.…”