Unspoken: Exploring the Constitution of Masculinities in Swedish Physical Education Classes through Body Movements

Autor/inn/en	Joy, Phillip; Larsson, Håkan
Titel	Unspoken: Exploring the Constitution of Masculinities in Swedish Physical Education Classes through Body Movements
Quelle	In: Physical Education and Sport Pedagogy, 24 (2019) 5, S.491-505 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joy, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2019.1628935
Schlagwörter	Foreign Countries; Masculinity; Human Body; Physical Education; Motion; Secondary School Students; Males; Teaching Methods; Gender Issues; Energy; Play; Interpersonal Relationship; Student Behavior; Sexual Identity; Social Influences; Sweden + Suchen Sie Ihr Suchwort? Ausland; Männlichkeit; Menschlicher Körper; Körpererziehung; Sportunterricht; Bewegungsablauf; Sekundarschüler; Male; Männliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterfrage; Energie; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student behaviour; Schülerverhalten; Geschlechtsidentität; Sexuelle Identität; Sozialer Einfluss; Schweden
Abstract	Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, and pedagogy of physical education that shape the way students come to know gender. The purpose of this study was to explore how movements contribute to the discursive construction of masculinities in secondary school physical education; specifically, how body movements constitute masculinities. Methodology: This study uses a poststructural theoretical framework to explore how masculinities are constituted through body movements. The methodology is also informed by knowledge production from bodily practices known as embodied knowledge. Video recordings of physical education classes from eight Swedish secondary schools were observed. The body movements of students were noted and analyzed through discourse analysis. Results: Masculinities were constituted in the moments between formal teaching and activities within the classrooms. Five themes were constructed from the visual observations of students' movements from all lessons including: 1) Movements of energy, 2) Movements of playfulness and bonding, 3) Swaggering movements, 4) Dividing movements, and 5) Regulating movements. These different movements are the ways boys come to know masculinities. Conclusion: This study highlights how embodied knowledge and movements of boys constitute masculinities. It is recommended that pedagogical practices that examine, challenge, and disrupt limiting gender performativity are developed in physical education teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01