Queering physical education. Between benevolence towards girls and a tribute to masculinity

Larsson, Håkan; Fagrell, Birgitta; Redelius, Karin

doi:10.1080/17408980701345832

Cited by 84 publications

(69 citation statements)

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“…The findings also bring to light that ways of knowing in PE classrooms emerge from interactions wherein individual subjectivity, which is the product of the history of each individual's interactions with others, modifies and colours the forms of engagement in learning a subject matter. These share similarities with the ones of Larsson, Fagrell, and Redelius (2009) when they argue that PE teachers are both paying tribute to masculinity and at the same time are trying to be benevolent towards girls. However, this study suggests that in addition to such schema, gender order in the gym also implies norms of excellence that are institutionally and culturally valued.…”

Section: Concluding Discussionmentioning

confidence: 81%

“…Ligozat (2011) reported that JASD is a pragmatist and social-interactionist approach to classroom practices, which has links with the theoretical works of Mead, Blumer, and Goffman as well as the one of Vygotsky. It has also commonalities with the 'Swedish didactics research tradition' of studying PE practices within a pragmatist and transactional theory of experience (Quennerstedt, 2013;Quennerstedt, Öhman, & Öhman, 2011; see also Ward & Quennerstedt, 2015) as well as in considering that students' learning emerges through social interactions including how the body is implicated in interactional situations (Larsson, Fagrell, & Redelius, 2009; see also Barker, Quennerstedt, & Annerstedt, 2015). From a theoretical standpoint, teacher and students 'joint action' stands for the situated interdependence of classroom actions on the one hand and the cultural, institutional and historical contexts in which the joint action occurs on the Physical education in Tunisia 659 other.…”

Section: Outlines Of the Tunisian National Pe Curriculummentioning

confidence: 99%

“…Davisse & Louveau, 1998;Ennis, 1999;Erraïs, 2002;Evans, Davies, & Penney, 1996;Flintoff & Scraton, 2006;Kirk, 2010;Larsson, Fagrell, & Redelius, 2009;Penney, 2002;Wright, 1997). In this paper we focus on the relationships between day-to-day school PE and physical culture in Tunisia, with special attention paid to the gendered content taught and learned.…”

Section: Introductionmentioning

confidence: 99%

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Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Amade-Escot

Elandoulsi

Verscheure

2015

Sport, Education and Society

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This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.Keywords: Physical education; Joint action in didactics; Student's learning; Gender positioning; Differential didactic contract; Teacher practical epistemology IntroductionIn physical education (PE), as in many other school subjects, an increasing volume of gender studies over the past years have recognised that pedagogical practices reproduce gendered aspects of the cultural heritage of societies (e.g. Davisse & Louveau, 1998;Ennis, 1999;Erraïs, 2002;Evans, Davies, & Penney, 1996;Flintoff & Scraton, 2006;Kirk, 2010;Larsson, Fagrell, & Redelius, 2009;Penney, 2002;Wright, 1997). In this paper we focus on the relationships between day-to-day school PE and physical culture in Tunisia, with special attention paid to the gendered content taught and learned. With a departure in the French didactique research tradition (Amade-Escot, 2006) of Joint Action Studies in Didactics (JASD) (Ligozat, 2011), the study seeks to understand how teachers and students co-construct both

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Section: Concluding Discussionmentioning

confidence: 81%

Section: Outlines Of the Tunisian National Pe Curriculummentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Amade-Escot

Elandoulsi

Verscheure

2015

Sport, Education and Society

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“…Les stéréotypes liés à la domination masculine sont également renforcés par les attitudes de certains enseignants d'éducation physique. En effet, ces derniers interagissent davantage avec les garçons qu'avec les filles (Guérandel et Beyria, 2011), ont des attentes de succès moins élevées pour les filles (Chalabaev, Sarrazin, Trouilloud et Ocjussim, 2009), les considèrent comme moins compétentes (Van Amsterdam, Knoppers, Claringbould et Jongmans, 2012) et construisent parfois une norme masculine de corps qui légi-time la domination des garçons (Larsson, Fagrell et Redelius, 2009).…”

Section: Résumé De L'articleunclassified

Influence de la structuration de l’apprentissage coopératif sur les relations filles-garçons en éducation physique

André

Louvet

2014

rse

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Dans cette recherche, nous étudions l’influence de la structuration du dispositif d’apprentissage coopératif sur les biais perceptifs et comportementaux favorables aux garçons en basket-ball. Cent élèves (50 filles et 50 garçons) de 9-10 ans issus de quatre classes ont pratiqué le basket-ball pendant huit séances. Deux classes ont pratiqué dans un dispositif de coopération simple, alors que les deux autres ont été soumises à un dispositif structuré. Les biais perceptifs et comportementaux des élèves ont été mesurés à la première et à la dernière séance. Les résultats montrent que le dispositif structuré atténue les biais, contrairement au dispositif de coopération simple.

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“…La realidad es que poco parece haber cambiado en la EF impartida en las escuelas, en la que sigue reproduciéndose el orden de género que privilegia la masculinidad hegemónica sobre otras masculinidades y el conjunto de feminidades (Larsson, Fagrell, & Redelius, 2009).…”

Section: Introductionunclassified

Evaluation of a proposal for training in gender in Physical Education among students of Physical Activity and Sport Science Studies

Miñano¹,

Girela-Rejón²

2017

CCD

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ResumenLa inclusión de la perspectiva de género en la formación del profesorado de Educación Física (EF) continúa siendo muy limitada en la formación inicial de los estudios de Grado de Ciencias de la Actividad Física y el Deporte (CCAFD). Dentro de este contexto, este trabajo evalúa una experiencia formativa sobre género y EF impartida a estudiantes de CCAFD de una universidad española. Un total de 53 estudiantes participaron en las dos ediciones de la formación, que fue evaluada a través de una metodología mixta, mediante el análisis de materiales escritos y un cuestionario de valoración final. Los resultados apuntan que la mayoría de estudiantes se inscribieron para obtener créditos a bajo coste y no porque estuviesen realmente interesados en la temá-tica. Por el contrario, al final del seminario formativo la mayoría consideró la formación recibida como "bastante" o "muy" relevante para su formación (78,4%) y "bastante" o "muy" útil para su futura actividad profesional (89,2%), recomendándose incluso que debería ser obligatoria. El seminario tuvo éxito en aumentar la conciencia del alumnado sobre las cuestiones de géne-ro en EF, estimulando incluso su compromiso personal al respecto, pero su impacto fue limitado en cuanto a la capacidad de desarrollar y aplicar estrategias de intervención. De este modo, se justifica la necesidad de esta formación como aspecto obligatorio y básico en los estudios de CCAFD.Palabras clave: Igualdad de género, formación inicial, profesorado de Educación Física, enseñanza universitaria. AbstractThe incorporation of the gender perspective into the PE teacher training continues being very limited in the initial training of the Physical Activity and Sport Sciences (PASS) Degree. Within this context, this study evaluates a training course focused on Gender in PE held for students of PASS in a Spanish University. A total of 53 students attended the two editions of the course that was evaluated using a mixed method approach, through written materials and a final course evaluation questionnaire. The results show that most of the students agreed that they signed up for the training due to the possibility of obtaining low-cost credits and not because they were truly interested in the topic. In contrast, at the end of the training most of them considered that the content received was "quite" or "very" relevant for their education (78,4%) and also "quite" or "very" useful for their future professional careers (89,2%), even recommending that it should be compulsory. The training seminar was successful in raising students' awareness of gender issues in PE, even stimulating their personal commitment, but there was a limited impact related to the ability to develop and to apply intervention strategies. Consequently, the need to promote this type of training as a mandatory and basic aspect within the curricula of PASS is justified.

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Queering physical education. Between benevolence towards girls and a tribute to masculinity

Cited by 84 publications

References 5 publications

Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Influence de la structuration de l’apprentissage coopératif sur les relations filles-garçons en éducation physique

Evaluation of a proposal for training in gender in Physical Education among students of Physical Activity and Sport Science Studies

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