The Transformative Potential of Trans*-Inclusive PE: The Experiences of PE Teachers

Autor/inn/en	Drury, Scarlett; Stride, Annette; Firth, Olivia; Fitzgerald, Hayley
Titel	*The Transformative Potential of Trans-Inclusive PE: The Experiences of PE Teachers**
Quelle	In: Sport, Education and Society, 28 (2023) 9, S.1118-1131 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drury, Scarlett) ORCID (Stride, Annette) ORCID (Fitzgerald, Hayley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2022.2034142
Schlagwörter	Physical Education; Physical Education Teachers; LGBTQ People; Sexual Identity; Teaching Experience; Barriers; Inclusion; Secondary School Teachers; Knowledge Level; Social Bias; Teacher Attitudes + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Geschlechtsidentität; Sexuelle Identität; Inklusion; Wissensbasis; Lehrerverhalten
Abstract	Transgender inclusion has become a prominent issue on the agendas of policy makers in education and sport in recent years. Despite this, teachers face continued challenges in providing inclusive experiences for transgender young people. This is particularly apparent in PE, which is a unique subject in its potential to perpetuate gender norms. There is a growing body of literature exploring LGBTQ+ issues in PE. However, there is a need to consider how trans* young people's experiences may differ from their LGB counterparts. A small number of existing studies offer insight into the experiences of trans* youth in PE. However, comparatively little is known about the challenges faced by PE teachers in providing inclusive PE experiences for trans* young people. This paper presents a creative non-fiction monologue that reflects findings from seven interviews with secondary school PE teachers about their experiences of working with trans* young people. We draw on a 'feminist-queer' theoretical approach to examine the potential for PE pedagogies to reproduce, disrupt and transform binary gender discourse. Findings present three key themes: (1) teachers' knowledge and understanding of trans* identities in PE; (2) trans* challenges to PE practice; and (3) moving towards trans-inclusive PE. We conclude by arguing that the benefits of trans-inclusive approaches to PE are far-reaching, and extend to all young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01