The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Abstract

Existing research on inclusion and exclusion processes in physical education (PE) has particularly focused on exclusion from PE as something being done to students and attributed to specific social categories such as (female) gender, (low) physical skills or (minority) ethnic background. This article aims to develop a social-relational perspective on inclusion and exclusion processes defined as students' participation or non-participation in PE interpreted as a community of practice. In so doing, the article examines how students' experiences of participation and non-participation in PE are influenced by complex interactions within the group of students and in negotiations with teachers about the values and practices of PE. The article is based on an embedded single-case study carried out over the course of 6 months through weekly observations of PE classes in a multi-ethnic school, as well as focus group interviews with students and teachers. Using Etienne Wenger's conceptual tools, we show that a student's degree of participation in the community of practice of PE-classes is closely related to the legitimacy of the student and the extent to which the student experiences PE as meaningful. Some students were excluded from PE because they did not have the physical skills and social relations necessary to gain legitimacy from other students. Others chose not to participate because PE was not meaningful to them. This latter type of non-participation from students who experienced lacking meaningfulness was evident in PE classes that had little transfer value and limited prospect for students to develop the knowledge, skills or the understanding necessary to move towards full participation in the classes. Thus, the article argues that an understanding of the variety in students' participation or non-participation is important not only in terms of how we talk about students as passive victims or active agents, but also in terms of future intervention aimed at promoting inclusion processes in PE.

Re-theorising inclusion and reframing inclusive practice in physical education

“…Flintoff and Fitzgerald (2012, 16) captured the extent of this challenge in stating that the physical education profession appears 'ill-equipped to acknowledge, celebrate and plan for difference'. Other research supports their stance, pointing to the apparent failure of teachers and teacher educators to challenge the deep-rooted historical practices that exist within the subject (Grimminger 2014;Munk and Agergaard 2015). This is despite research that has provided clear insights into the exclusionary nature of physical education, with studies highlighting that in many instances physical education is structured and delivered in ways that establish and maintain exclusionary discourses, while continuing to privilege individuals who are white , masculine (Brown and Evans 2004) and of high sporting/motor-skill ability (Fitzgerald 2005).…”

Students’ experiences and learning of social inclusion in team activities in physical education

“…Munk and Agergaard (2015) noted that research has focused on exclusion as 'something being done' to students and has been directed towards social categories such as gender, physical skills and minorities. In contrast to searching for exclusion based on groups, Munk and Agergaard (2015) investigated the complex interactions within a group of students and found that students' lack of physical skills and necessary social relationships might lead to exclusion in activities. We acknowledge that categories such as gender, physical skills, social relationships and minorities may influence social inclusion and exclusion in activities in PE.…”

Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

“… Hill (2015b) argues that student status in PE contexts is often associated with performance of highly proficient sporting bodies, and certain bodily appearance and performance, such as ability, strength, or muscularity, attain high status. Research shows that students are excluded from PE because they do not have the physical skills to gain legitimacy from other students ( Munk and Agergaard, 2015 ). Using interviews, Hill (2015b) shows how boys invested in their bodies by doing physical activities that enabled them to develop muscularity and fitness in PE.…”