Feminism(s) and PE: 25 Years of Shaping up to Womanhood

Autor/in	Scraton, Sheila
Titel	Feminism(s) and PE: 25 Years of Shaping up to Womanhood
Quelle	In: Sport, Education and Society, 23 (2018) 7, S.638-651 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scraton, Sheila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2018.1448263
Schlagwörter	Feminism; Gender Differences; Females; Physical Education; Secondary School Students; Foreign Countries; Qualitative Research; Teaching Methods; Sexuality; Self Concept; Power Structure; Neoliberalism; Self Determination; Activism; Information Technology; Sex Fairness; Educational History; Educational Research; Family Work Relationship; Human Body; United Kingdom (England) + Suchen Sie Ihr Suchwort? Feminismus; Geschlechterkonflikt; Weibliches Geschlecht; Körpererziehung; Sportunterricht; Sekundarschüler; Ausland; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Sexualität; Selbstkonzept; Neo-liberalism; Neoliberalismus; Selbstbestimmung; Aktivismus; Politischer Protest; Informationstechnologie; Sexualaufklärung; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Menschlicher Körper
Abstract	This article explores how our understandings of gender and Physical Education (PE) have developed since the publication of "Shaping Up to Womanhood" in 1992. I reflect back on my research which, using qualitative methodology and a socialist feminist lens, explored dominant gender relations in the teaching of girls' PE in English secondary schools. The analysis of my data revealed how PE teachers had clear ideas about 'appropriate' activities and behaviours based on notions of acceptable femininity relating to physical ability and capacity; female sexuality and expectations of motherhood and domesticity. I consider how my conclusions have been taken forward in international feminist PE research over the past 25 years as theory has shifted from structural to poststructural analyses. I conclude that we now have far more micro analyses of teachers' and students' subjectivities, identities and differences and more complex understandings of power. I argue we need to re-align subjectivities with the social, political and economic landscape of education. The paper considers the cultural backlash against feminism underpinned by postfeminist, neoliberal discourse that emphasises individual self-determination evidenced by the 'can do' girl. This is set in contrast to recent evidence that concludes that gender expectations are still very evident in PE for girls in schools. Finally, I consider the 4th wave of feminism that through digital platforms is re-asserting feminist activism and developing a 'call out' culture of sexism and inequalities. For a more equitable PE we need to bridge the gap between theoretical sophistication and school experience. There are both continuities and changes in relation to gender and PE but the need for critical feminist work in PE is as important today as it was as I concluded my research 25 years ago. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01