Girls' Active Identities: Navigating Othering Discourses of Femininity, Bodies and Physical Education

Autor/in	Hill, Joanne
Titel	Girls' Active Identities: Navigating Othering Discourses of Femininity, Bodies and Physical Education
Quelle	In: Gender and Education, 27 (2015) 6, S.666-684 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1078875
Schlagwörter	Females; Human Body; Foreign Countries; Physical Education; Gender Issues; Early Adolescents; Secondary School Students; Interviews; Photography; Single Sex Classes; Social Attitudes; Athletics; Ethnography; Qualitative Research; Diaries; Coeducation; Minority Group Students; Social Bias; Femininity; Self Concept; Student Attitudes; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Menschlicher Körper; Ausland; Körpererziehung; Sportunterricht; Geschlechterfrage; Sekundarschüler; Interviewing; Interviewtechnik; Fotografie; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Social attidude; Soziale Einstellung; Leichtathletik; Ethnografie; Qualitative Forschung; Diary; Tagebuch; Koedukation; Femaleness; Weiblichkeit; Selbstkonzept; Schülerverhalten; Beobachtung
Abstract	Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or "other" non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls' perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13-14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to 'other' girls' narratives in building positive physical education engagements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01