Gendering processes in the field of physical education

Berg, Päivi; Lahelma, Elina

doi:10.1080/09540250902748184

Cited by 62 publications

(45 citation statements)

References 25 publications

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“…Recent research indicates that PE teachers make few attempts to challenge prevailing gender structures (see e.g. Fagrell et al, 2012;Larsson et al, 2009;Webb and Macdonald 2007;Wright 1996), and that students' attempts to challenge gender stereotypes might even be dismissed by the teacher (Berg and Lahelma 2010). In our case, the attempts of some students to challenge gender stereotypes and heteronormativity were embraced by the teacher, who was in turn willing to change his pedagogical approach to teaching PE in what could be seen as a queer fashion.…”

Section: Introductionmentioning

confidence: 80%

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Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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PostprintThis is the accepted version of a paper published in Gender and Education. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Larsson, H., Quennerstedt, M., Öhman, M. (2014) Heterotopias in physical education: towards a queer pedagogy?. Gender and Education AbstractThis article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary physical education class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Further, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.

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Section: Introductionmentioning

confidence: 80%

“…Berg and Lahelma 2010;Clarke 2006;Hunter 2004;Larsson et al 2009 and2011a;Smith 2007). Sykes (2011a) explore, in a comprehensive study, how students are marginalised in a variety of ways because they do not conform to heteronormativity.…”

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confidence: 99%

Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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“…Estos datos avalan las tendencias encontradas en otros trabajos realizados (Berg y Lahelma, 2010;Castillo, Balaguer y Tomás, 1997;Garcés-de-LosFayos, 1995;Pelegrín, 2005;Pelegrín y Garcés-de-LosFayos, 2007). Por otro lado, aunque el porcentaje de mujeres aficionadas sea menor, cada vez es mayor su presencia entre la afición (Durán, 1996).…”

Section: Discusión Y Conclusionesunclassified

Analysis of the socio-demographic characteristics of amateur young: main reasons to participate in sports entertainment

Pelegrín-Muñoz

Crespo

2012

analesps

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“…Gender boundaries within and around sports cultures can be particularly durable (Berg and Lahelma 2010;Wellard 2006 Elements of dance that have typically gendered boundaries were resignified; for example, men were invited to learn to dance en pointe if they wished. Dancers commented that their perception of what their bodies could do developed positively when heteronormative and cisnormative boundaries (in dance movement and performance) were eliminated.…”

Section: Nobody Is Excluded […] Which Is Not a Trivial Concern Becaumentioning

confidence: 99%

“…The construction of ability in physical cultural spaces is also related to gender, with what counts as a highly able body being mediated by the gender performance of that body (Butler 1998). Some research in physical culture has focused on the challenges faced by individuals as they negotiate boundaries of gender, sexuality, and ability, providing a rich understanding of bodily dissatisfaction and disengagement from physical activity (Berg and Lahelma 2010;Wellard 2006).…”

mentioning

confidence: 99%