The social inclusion of immigrant girls in and through physical education. Perceptions and decisions of physical education teachers

Arribas, Teresa Lleixá; Boza, Carolina Nieva

doi:10.1080/13573322.2018.1563882

Cited by 31 publications

(32 citation statements)

References 26 publications

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“…In general, PE research from an intersectional perspective aims at revealing social injustice and inequity in the teaching practice (see for example Azzarito, Macdonald, Dagkas, & Fisette, 2017;Dagkas, 2016;Lleixà & Nieva, 2018;Thorjussen & Sisjord, 2018). In order to revitalise the social justice agenda, Azzarito et al (2017, p. 215) suggest a shift in focus from equality to difference, in that 'the intersectionality of racism, sexism, classism and ableism needs to be placed at the centre of critical analysis that can reject, deconstruct, and dismiss patterns of oppression and exclusion'.…”

Section: Zooming In On Pementioning

confidence: 99%

Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where 'the bus for inclusion' stops every morning. The research question concerns how 'the political action' of the bussing project is 'acted upon' in the subject of PE. The purpose is to explore what becomes of this particular PE practice, in terms of rationalities encompassing a PE teacher's pedagogical actions and the pupils' ways of acting on them. The data, gathered through extensive fieldwork, including lesson observations and interviews, is analysed from a governmentality perspective [Foucault, 1978/1994. Governmentality. In Power (pp. 201-222). New York: The New Press]. The findings highlight three underlying rationalities in regards to integration, aiming at promoting intercultural encounters, collaboration and mutual respect. These rationalities, manifested through the PE teacher's pedagogical actions, offer guidance for the pupil seen as 'a subject seeking to construct himself or herself' [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641, 636-637]. In case of compliance, the notion of 'us and them' is countered and a shared experience of belonging is achieved through teamwork and self-regulation. In case of resistance, segregation is maintained in the school community as well as in society as a whole. This study does not contribute any incontestable evidence of social inclusion through PE [cf. Bailey, 2005. Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90; Dagkas, 2018. Is social inclusion through PE, sport and PA still a rhetoric? Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 70(1), 67-74]. However, the findings indicate that 'action upon action' in a culturally heterogeneous PE practice makes a difference insofar as integration is understood as a process of subjectivation [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641]. Depending on the direction of the PE teacher's guidance, the process might tend towards either cultural assimilation or pluralistic integration [Grimminger, 2008. Promoting intercultural competence in the continuing education of physical education teachers. Sport-Integration-Europe, 310-320].

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Section: Zooming In On Pementioning

confidence: 99%

Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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“…In the light of the finding, we agree with conclusion of Drummond (2003) , pointing out that the need to challenge the hegemonic nature of sports and masculinized sport must be a goal for all physical educators. Knowing that PE teachers report having limited training related to the link between gender issues in PE and inclusion ( Lleixàa and Nieva, 2020 ) is of great importance. We suggest a new approach to teaching that is more student centered.…”

Section: Discussionmentioning

confidence: 99%

“…As pointed out by Tischler and McCaughtry (2011), when teachers emphasized elite performance and competition, they inevitably privileged boys who enjoy competition and whose skills align with their teaching practices. Studies show that PE teachers report having limited training related to gender issues in PE and are largely unaware of the link between gender and inclusion (Lleixàa and Nieva, 2020). Klomsten (2013) emphasizes that boys often make greater efforts in activities because they measure their physical strength against each other.…”

Section: Producing a Traditional Male Gender In Pementioning

confidence: 99%

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

2021

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A literature search indicates an absence of research into boy’s experiences of physical education (PE) in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school. The data were analyzed with QSR NVivo 10 (London), focused on creating categories of meaning, in which students’ experiences were taken as subjectively true. The data are based on subjective constructions, which students constructed as part of their own interpretations and reflections on what had occurred in PE at the school. Results of the study came out in the form of three main findings. Two of those relate to a negative experience and the third to a positive experience of PE. The boys mostly felt that they are physically superior and have to consider the girls. Furthermore, the boys reported little challenge and feelings of mastery while being together with passive girls who are allowed to choose the activities. However, the boys found it easier to show off in front of the teachers and classmates when there were just a few boys in the class. The results are discussed in relation to gender-related theory on how the respondents are producing a traditional male gender in PE through their mastery, strength, and ambition to compete. We suggest a new approach of teaching that is more student-centered. A strategy could be to include other activities than sport-based activities into PE – activities that do not require strength and other athletic skills leading to feelings of hegemonic masculinity. A larger focus on social interactions during PE classes – activities in which students’ sex is not as important as in traditional teacher- and sport-centered PE classes, may be a good strategy.

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“…El ámbito de análisis sobre el que se centra este estudio es la inclusión educativa en la formación inicial docente, contribuyendo así a superar los retos que asumen hoy los centros escolares (Lleixà y Nieva, 2018). En este escenario, los contextos multiculturales representan uno de los espacios de aplicación del ApS más empleados (Peralta, O'Connor, Cotton y Bennie, 2016), poniendo el foco de atención en incrementar la comprensión del futuro profesorado en referencia a la cultura, la diversidad y la justicia social a través de su interacción con niños y niñas de diversas características.…”

Section: Introductionunclassified

“…Múltiples investigaciones han determinado que el ApS se establece como una metodología óptima que permite desarrollar competencias relativas a la inclusión (Carrington, Mercer, Iyer y Selva, 2015;Lleixà y Nieva, 2018;O'Meara, Huber y Sanmiguel, 2018), la diversidad (Cámara, Díaz y Ortega, 2017;Mergler, Carrington, Kimber, Bland y Boman, 2017) o la multiculturalidad (Chang et al, 2011;Peralta et al, 2016). De este modo, el ApS genera oportunidades para que el alumnado se enfrente a sus propias creencias y prejuicios (Peralta et al, 2016).…”

Section: Introductionunclassified

Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal

Chiva-Bartoll¹,

Salvador-García²,

Peris³

et al. 2019

Bordón

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INTRODUCCIÓN. La universidad actual debería contribuir a consolidar, en la práctica, competencias personales y sociales vinculadas al conocimiento de los derechos, deberes y libertades propios de las sociedades democráticas. Recientes estudios sostienen que el aprendizaje-servicio representa una vía efectiva para materializar este requerimiento. La presente investigación analiza los efectos de un programa de aprendizaje-servicio aplicado en el Área de Didáctica de la Expresión Corporal, del Grado de Maestro y Maestra de Educación Primaria. MÉTODO. 141 estudiantes (79 mujeres y 62 varones) completaron una de las dos ediciones de aprendizaje-servicio realizadas durante los cursos 2016-2017 y 2017-2018, centradas en facilitar la inclusión de colectivos infantiles en riesgo de exclusión a través del desarrollo motor y social. La estructura del programa siguió las fases del aprendizaje experiencial promulgado por Kolb (1984), haciendo especial hincapié en los procesos de reflexión. Se analizaron los diarios reflexivos escritos por el alumnado en base al modelo conceptual de Butin (2005), llevándose a cabo una fase inicial de codificación abierta y una segunda de codificación axial, asistidas con el programa informático NVivo (10). RESULTADOS. Dando respuesta a las preguntas de investigación, los resultados satisfacen todas las categorías del modelo: técnica, cultural, política y posestructural. DISCUSIÓN. El estudio refleja que cuando los maestros y maestras en formación afrontan en primera persona concepciones sociales o culturales diferentes a las que están acostumbrados a vivir, se esfuerzan por comprenderlas y reexaminar sus propios valores y creencias, concluyendo que existe un impacto positivo del aprendizaje-servicio sobre su formación.

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The social inclusion of immigrant girls in and through physical education. Perceptions and decisions of physical education teachers

Cited by 31 publications

References 26 publications

Promoting integration through physical education (?)

Promoting integration through physical education (?)

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

Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal

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