Gendered Power Alive and Kicking? An Analysis of Four English Secondary School PE Departments

Autor/inn/en	Stride, A.; Brazier, R.; Piggott, S.; Staples, M.; Flintoff, A.
Titel	Gendered Power Alive and Kicking? An Analysis of Four English Secondary School PE Departments
Quelle	In: Sport, Education and Society, 27 (2022) 3, S.244-258 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stride, A.) ORCID (Brazier, R.) ORCID (Flintoff, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1825933
Schlagwörter	Secondary School Students; Physical Education; Physical Education Teachers; Teacher Attitudes; Gender Differences; Power Structure; Sexuality; Mothers; Self Concept; Teaching Methods; Competency Based Education; Faculty Development; Females; Advocacy; Educational Change; Curriculum Design; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschüler; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Geschlechterkonflikt; Sexualität; Mother; Mutter; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Weibliches Geschlecht; Sozialanwaltschaft; Bildungsreform; Lehrplangestaltung; Ausland
Abstract	Scraton's [1992. "Shaping up to womanhood: Gender and girls' physical education." Open University Press] ground breaking research highlighted how Physical Education (PE) contributed to the reproduction of gender power relations; more specifically, how three messages around motherhood, sexuality and physicality, reflected through PE's structures, activities and delivery, contributed to young women's sense of self. Twenty five years on, this paper explores how contemporary PE reproduces and challenges gender power relations in four English secondary schools. Data were generated from eighty hours of observations of PE lessons, and eight semi-structured interviews with PE teachers. Guided by Hill Collins' [2000. "Black feminist thought: Knowledge, consciousness, and the politics of empowerment." Routledge] four domains (structural, disciplinary, hegemonic, interpersonal) underpinning the matrix of domination the findings demonstrate that gender remains a visible organising feature in the structural arrangements of PE. Moreover, teachers' gendered beliefs and assumptions circulating within the hegemonic domain, and actions in the disciplinary domain, ensure that students embody their gender in appropriate ways. Furthermore, a consistency of practice was evident in teachers' pedagogy despite differences in the schools' cohorts. Similar blocks of teaching activities and a performance-based pedagogy failed to include difference. We suggest this is unsurprising and unlikely to change with the current National Curriculum promoting a performative, PE as sport discourse, and teacher training not conducive to developing teachers who can engage with difference and challenge inequalities. As such, PE continues to reinforce gender power relations and gender differences. By drawing upon the matrix, the need for change to occur at different levels and contexts is identified. To this end, teacher training must do better in developing the next generation of teachers who are willing and able to critique the status quo and work with girls to advocate for change. Relatedly, we draw attention to what can be achieved when power is shared through a democratic pedagogy that values girls' voices and recognises them as co-collaborators in curriculum design. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01