Representation of bodies with and without disabilities in secondary school physical education textbooks.

Autor/inn/en	Vidal-Albelda, Borja; Martinez-Bello, Vladimir E.
Titel	Representation of bodies with and without disabilities in secondary school physical education textbooks. Gefälligkeitsübersetzung: Repräsentation von Körpern mit und ohne Behinderung in Schulbüchern der Sekundarstufe.
Quelle	In: Sport in society, 20 (2017) 7, S. 957-968 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1461-0981; 1743-0437; 1743-0445
DOI	10.1080/17430437.2016.1221937
Schlagwörter	Inhaltsanalyse; Kind; Fotografie; Schulbuch; Sport; Sportsoziologie; Sportunterricht; Behinderung; Körperbehinderung; Körperbild; Behinderter; Spanien
Abstract	The main aim of our study was to analyse, through a content analysis of the photographs, how bodies with and without disabilities are represented in secondary Spanish physical education (PE) textbooks. Only 10% of the photographs portray bodies with disabilities. Bodies with disabilities were fully engaged in adapted sports activities, while bodies without disabilities were engaged in a variety of physical activity domains. Our results showed a step back in the general construction of an environment that respects the construction of personal identity and reflects the new human rights-based approach to education. Taking into account that the visual representation in the education context plays an important role in the construction of difference, our research updates the dominant discourse about ability in the school setting. In conclusion, a critical evaluation of curriculum materials could help to promote discussions about alternative discourses on body diversity in schools and particularly in PE. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/1