Representing valued bodies in PE: a visual inquiry with British Asian girls

Hill, Joanne; Azzarito, Laura

doi:10.1080/17408989.2012.690381

Cited by 54 publications

(51 citation statements)

References 62 publications

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“…Gloria's excerpt suggested that her 'skinny' physique was often seen as a deficit among her peers in HPE and thus not valued by her peers as physical capital (Shilling 2004). This resonated with research that has shown Asian (South Asian girls and Chinese Canadian boys) young people are often stereotyped as weak and fragile in sport based on their physicality (Hill and Azzarito 2012;Millington et al 2008), and no matter how interested in sport they may feel, their physical appearance is always a racial marker.…”

Section: Problematicsupporting

confidence: 82%

“…Evident in responses from Routledge State High students is how some girls talked about the intersection of racialized, gendered Physical Education and Sport Pedagogy and body shape exclusion in HPE and school sport. Similar to research conducted with students from Anglo-Celtic, South Asian and African-American backgrounds (Azzarito and Katzew 2010;Hay and Macdonald 2010;Oliver and Hamzeh 2010;Hill and Azzarito 2012), these young Chinese Australians in a co-educational schooling environment also seemed to have exclusion experiences (e.g. not chosen by their peers and overt forms of racism) exacerbated by binary gendered differences in HPE and school sport.…”

Section: Cs: Challenges 'Can Do' and 'Can Be' In Hpe And School Sposupporting

confidence: 59%

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Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties. Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as 'West' versus 'East' and in association with 'Normal' versus 'Problematic' lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of 'difference', policies and practices that promote diversity can remain socially unjust and superficial. Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9. Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of 'Complementary difference' to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students' subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education. Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a 'heuristic of difference' model that accommodates Western and Chinese perspectives in Australian HPE research.

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Section: Problematicsupporting

confidence: 82%

Section: Cs: Challenges 'Can Do' and 'Can Be' In Hpe And School Sposupporting

confidence: 59%

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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“…The above excerpt reveals that an able body is constructed as an essential and taken-for-granted factor in the professional subjectivity of a PE teacher [45]. Furthermore, the ideal of an "appropriate" body for a PE teacher is often linked with particular age ideals [46].…”

Section: Narratives Of Continuationmentioning

confidence: 99%

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

González-Calvo

Varea

2019

Societies

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This article explores the intersectionalities of masculinity, fatherhood, and physical activity in relation to a Physical Education teacher who has been diagnosed with an illness. In so doing, we draw on autobiographical narratives to delve into how embodied subjectivities are constructed to advance knowledge on a new embodied way of being a man and a PE teacher that can be accepted and embraced. The results are organised into three main themes: (1) narratives of continuation: the “before” of chronic illness; (2) narratives of disruption: back pain and temporary physical disability; and (3) restitution narratives: damn it, now that I am a father. The results suggest that narratives such as those presented in this article contribute to the continuously changing process of life projects and that illness can assist in redefining and reconstituting the persona of a PE teacher.

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“…Over the past decades, a growing number of studies have been investigating students' PE experiences in multicultural/multi-ethnic contexts, or focused more specifically on the PE experiences of ethnic minorities (Azzarito, 2009;Azzarito, Simon, & Marttinen, 2017;Azzarito, Solmon, & Harrison, 2006;Barker et al, 2014;Benn & Pfister, 2013;Bramham, 2003;Dagkas et al, 2011;Dagkas & Hunter, 2015;Farooq & Parker, 2009;Fitzpatrick, 2011Fitzpatrick, , 2013Hamzeh & Oliver, 2012;Hill, 2015;Hill & Azzarito, 2012;Hills, 2007;Knez, Macdonald, & Abbott, 2012;Lee & Hokanson, 2017;McGee & Hardman, 2012;Pang & Hill, 2016;Pang & Macdonald, 2016;Stride, 2016;Taylor & Doherty, 2005;Walseth, 2015;With-Nielsen & Pfister, 2011). From these studies, three main themes emerge: (1) the meaning of culture and religion; (2) foregrounding heterogeneity; and (3) how hegemonic PE discourses produce 'the other'.…”

Section: Previous Researchmentioning

confidence: 99%

Students’ physical education experiences in a multi-ethnic class

Thorjussen

Sisjord

2018

Sport, Education and Society

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As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the past decades has highlighted how students with non-western backgrounds experience processes of 'othering', exclusion, and marginalization in the subject. In the Norwegian context, we have little knowledge about how these processes work within multi-ethnic PE lessons. In addition, scholars have pointed to the tendency of PE research on race/racism and ethnicity to focus on the minoritized 'other', while leaving out the complexity of the multi-ethnic encounter. By applying an intersectional lens, our aim is to investigate students' experiences in a multi-ethnic coeducational PE context. Specifically, we ask how the students' multiple identities may influence their experiences within PE, and what processes of inclusion and exclusion are revealed through their narratives. The study is based on ethnographic fieldwork in two PE classes, in an urban secondary school in Norway. Data for this article is drawn from one of the classes and consists of written field notes from observation of 26 PE lessons and semi-structured interviews with 11 students. Selection criteria for the interviews were based on gender, ethnic background, visible skills, and attitudes expressed towards the subject, as well as students belonging to different social groupings within the class. Data were analyzed using thematic narrative analysis. In the article, three students' narratives are discussed. The findings indicate that, while the multi-ethnic learning context is experienced as an arena in which to develop social relations across cultural differences, the students' stories also reveal how ethnic and cultural differences cause tensions in relation to students' interaction during activities and in the changing room. In these tensions, power relations embedded across students' ethnic, gender, and class identities become manifest.

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Representing valued bodies in PE: a visual inquiry with British Asian girls

Cited by 54 publications

References 62 publications

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

Students’ physical education experiences in a multi-ethnic class

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