Literaturnachweis - Detailanzeige
| Autor/inn/en | Tischler, Amy; McCaughtry, Nate |
|---|---|
| Titel | PE is not for me. When boys' masculinities are threatened. Gefälligkeitsübersetzung: Sportunterricht ist nichts für mich. Wenn die Männlichkeit von Jungen in Gefahr gerät. |
| Quelle | In: Research quarterly for exercise and sport, 82 (2011) 1, S. 37-48 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0270-1367 |
| Schlagwörter | Leistungsfähigkeit; Soziale Norm; Junge; Geschlechterforschung; Junge; Leistungsfähigkeit; Sport; Sportsoziologie; Didaktik; Lehrerverhalten; Sportunterricht; Männlichkeit; Freizeitsport; Sportpädagogik; Soziale Norm; Außenseiter; Schülerverhalten; Geschlechterforschung; Lehrerverhalten; Lehrer-Schüler-Relation; Schülerverhalten; Soziales Verhalten; Didaktik; Sozialer Status; Männlichkeit; Sport; Sportpädagogik; Sportsoziologie; Sportunterricht; Körperlichkeit; Freizeitsport; Außenseiter |
| Abstract | This study used hegemonic masculinity theory to examine the intersection of masculinities and school physical education from the perspectives of boys who embodied masculinities that were marginalized. Over a 13-week period using present-focused, student-centered, qualitative methodological approaches, the authors observed, interviewed, and worked in small groups with 5 middle school boys from two schools. The authors identified three significant themes that merge the stories and experiences of masculinity hierarchies in sport-based physical education. First, the authors found that four social practices (content, pedagogies, teacher-student relationships, and peer cultures) in these physical education settings privileged some masculinities over others. Second, the authors examined the role that embodiment played, both in how the boys wore their oppression and in how their bodies resisted marginalizing situations. Third, the authors describe the contrasts these boys drew between physical activities experienced in sport-based physical education and physical activity experiences in other areas of their lives. The authors used Connell and Messerschmidt's (2005) reconceptualization of the theory of hegemonic masculinity for understanding how competitive sport-based physical education functioned to oppress boys with masculinities that were deemed abnormal. Additionally, the authors introduce feminist poststructuralism as a possible theoretical lens for interpreting boys' bodies as also being active agents in social practices rather than being only passive objects who are oppressed and dominated. Verf.-Referat (geändert). |
| Erfasst von | Bundesinstitut für Sportwissenschaft, Bonn |
| Update | 2012/2 |
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