‘Singled out because of skin color … ’: exploring ethnic minority female teachers’ embodiment in physical education

Simon, Mara; Azzarito, Laura

doi:10.1080/13573322.2017.1326893

Cited by 21 publications

(18 citation statements)

References 47 publications

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“…For example, Veronika emphasized the relational aspect of gendered, ethnic, and religious identities in multi-ethnic classrooms. Her reflection on situations of feeling Norwegian (and Christian) was made in relation to classmates from “other countries” with “different rules.” This reflects how White majority identities are often understood and experienced as unmarked (Dyer, 1997), which resonates with findings on how Whiteness operates in multi-ethnic PE classes through a naturalization of White values (Barker, 2019; Simon and Azzarito, 2019).…”

Section: Discussionsupporting

confidence: 73%

“…When interviewed, she was asked to reflect on situations where she thought about being Norwegian:Many in my class are from other countries that may have different rules…I have no such rules connected with being Norwegian, or I have to follow the Norwegian rules that are current in Norway and such, but not like the Muslims who have many rules concerning that…So, I do notice the difference a bit if someone is not allowed to eat this or that, then I see that and think, “Wow, what must that be like?”…I am allowed to eat what I want and such…Some in my class…wear different clothes like hijab, for instance, which is a mandatory garment, and then I see, well yes, but I am Norwegian and a Christian and…I do not have rules like these.Being part of a multi-ethnic class made Veronika aware of her own ethnic identity and her perceived privileged position in relation to minority students in her class. Her reflection on feeling Norwegian (and Christian) was made solely in relation to other girls in class who were from “other countries” with “different rules.” As such, the statement indicated how the (White Christian) majority culture serves as the unmarked norm (Dyer, 1997) in PE (Barker, 2019; Douglas and Halas, 2013; Flintoff, 2015; Flintoff and Dowling, 2019; Robinson, 2019; Simon and Azzarito, 2019) and in education more generally (Gillborn, 2005), (re)producing colour-blind pedagogies that present White experiences as universal. While Veronika’s reflection was built on genuine curiosity about what the other girls’ situations were like, her statement indicated unequal power relations among students of diverse ethnic and cultural backgrounds.…”

Section: Resultsmentioning

confidence: 99%

“…Her reflection on feeling Norwegian (and Christian) was made solely in relation to other girls in class who were from "other countries" with "different rules." As such, the statement indicated how the (White Christian) majority culture serves as the unmarked norm (Dyer, 1997) in PE (Barker, 2019;Douglas and Halas, 2013;Flintoff, 2015;Flintoff and Dowling, 2019;Robinson, 2019;Simon and Azzarito, 2019) and in education more generally (Gillborn, 2005), (re)producing colour-blind pedagogies that present White experiences as universal. While Veronika's reflection was built on genuine curiosity about what the other girls' situations were like, her statement indicated unequal power relations among students of diverse ethnic and cultural backgrounds.…”

Section: Intersectional Positionalitiesmentioning

confidence: 99%

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Social inclusion in multi-ethnic physical education classes: Contextualized understandings of how social relations influence female students’ experiences of inclusion and exclusion

Thorjussen

2020

European Physical Education Review

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Within increasingly diverse societies, school is considered an important arena for social inclusion, as it ensures that all students can participate in social life within and outside the class. The Norwegian national curriculum emphasizes physical education (PE) as a particularly relevant subject for social inclusion, yet studies have revealed that some students experience discrimination and marginalization in PE because of their ethnicity, race, religion, social class, sexuality, and/or gender. This paper aims to examine how female students’ diverse backgrounds influence their positioning among classmates and to investigate how inclusion and exclusion in PE can be understood in light of social relations in multi-ethnic classes. The article is based on an intersectional perspective. The data consist of written fieldnotes and semi-structured interviews from ethnographic fieldwork in two coeducational, multi-ethnic PE classes at a public school in Oslo, Norway. Three female students’ narratives are discussed. The findings reveal that gender was the most significant factor in the girls’ stories of inclusion and exclusion in PE. With regard to ethnic relations, the narratives show that ethnicity intersected with gender, social class, religion, and race, creating hierarchical boundaries in the peer group. However, these boundaries were less prevalent in the girls’ PE experiences. The findings indicate that gender overshadows other differences in PE, making it difficult to see how exclusion is also clustered around other parts of students’ positionalities.

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Section: Discussionsupporting

confidence: 73%

Section: Resultsmentioning

confidence: 99%

Section: Intersectional Positionalitiesmentioning

confidence: 99%

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Social inclusion in multi-ethnic physical education classes: Contextualized understandings of how social relations influence female students’ experiences of inclusion and exclusion

Thorjussen

2020

European Physical Education Review

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“…Finally, although the PTs in the current study raised their critical awareness, conducting similar studies with other identifying PTs, including minority groups using intersectionality approaches (Simon & Azzarito, 2019) would be beneficial. Moreover, researching PTs throughout their PETE program into the culminating internship to see whether PTs do, indeed, integrate a critical thread into their teaching would be helpful.…”

Section: Discussionmentioning

confidence: 96%

“The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

Lynch

Curtner‐Smith

2019

Journal of Teaching in Physical Education

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The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

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“…We build on literature that clearly addresses how students of color 3 are treated unfairly or overlooked by their PE teachers. However, as Barker ( 2019 ), as well as Simon and Azzarito ( 2019 ) argue, there are interesting intersections between racial and gender discourses that deserve more attention. Several studies show that a sport-focused and masculine PE curriculum does not serve the interests or the identity of female students of color (Hill and Azzarito, 2012 ; Benn and Phister, 2013 ; Thorjussen and Sisjord, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Structural Discrimination in Physical Education. The “Encounter” Between the (White) Norwegian Teaching Content in Physical Education Lessons and Female Students of Color's Movements and Expressions

Aasland

Engelsrud

2021

Front. Sports Act. Living

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Background: Throughout society, including in the field of sports and physical education (PE), there are extensive debates on racism and structural racism. Researchers have found that students of color experience racial stereotyping and discrimination in PE. Studies also show that PE teaching practices reflect a masculine culture, emphasizing traditional (Western) competitive male sports and physical fitness practices, while marginalizing female students of color. Simultaneously these students also negotiate, resist, and operate as visible agents within these practices. While previous research has tended toward focusing on the experiences (of discrimination) from the perspective of students of color, numerous scholars today argue for a shift in research focus from the inadequacies of the racialized “others” toward how (white) everyday pedagogical practices privilege some people, and conversely, marginalize and discriminate against students of color. We believe, however, that it is crucial to examine and direct attention toward the students who “encounter” discriminatory practices in PE.The Purpose of the Paper is Twofold: (i) To investigate what kind of movements, knowledge/skills and bodies are valued and privileged, or ignored/discriminated in teaching practices in PE. (ii) To depict the “encounter” between the teaching content in physical education lessons and the female students of color's movements and expressions.Research Design and Production of Empirical Material: Our sample consisted of institutionalized pedagogical practices enacted by four white PE teachers in an upper secondary school located in eastern Oslo, Norway. The empirical material consisted of observations and informal conversations extracted from 42 teaching lessons. Students from a great diversity of backgrounds participated in the lessons during our study. We chose a critical whiteness perspective and critical feminist theory as analytical lenses for the analyses.Findings: Strenuous exercise as a means of becoming physically fit and “healthy” was central during the PE lessons under observation. The teacher's instructions draw on healthism discourses influenced by knowledge from exercise physiology and biomechanics, which produce a normative ideal for the body and movements in PE teaching practice. The movements and expressions of female students of color did not meet the expected norm of intensity, activity and exercises from the health and sport discourses. However, we identified female students of color as competent movers when performing “their own” movements, with which they had more of a cultural connection. These students also expressed vitality, joy and social interaction. Thus, they created new movements and expressions that contrasted with the norm of working out with a high intensity level in PE lessons.Conclusion: Hegemonic “truths” about the body, physical exercise and health make teachers “blind” to the ways that institutionalized pedagogical practices in PE privilege majority ethnic white (male) students. Refusing to adhere to the institutionalized movement/exercise practices enacted by the teachers, the female students of color are competent dancers and express liveliness, spontaneity, and joy. In the future, incorporating these types of expressions to teaching practices can add value to PE.

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‘Singled out because of skin color … ’: exploring ethnic minority female teachers’ embodiment in physical education

Cited by 21 publications

References 47 publications

Social inclusion in multi-ethnic physical education classes: Contextualized understandings of how social relations influence female students’ experiences of inclusion and exclusion

Social inclusion in multi-ethnic physical education classes: Contextualized understandings of how social relations influence female students’ experiences of inclusion and exclusion

“The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

Structural Discrimination in Physical Education. The “Encounter” Between the (White) Norwegian Teaching Content in Physical Education Lessons and Female Students of Color's Movements and Expressions

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