PE Is Not for Me: When Boys' Masculinities Are Threatened

Autor/inn/en	Tischler, Amy; McCaughtry, Nate
Titel	PE Is Not for Me: When Boys' Masculinities Are Threatened
Quelle	In: Research Quarterly for Exercise and Sport, 82 (2011) 1, S.37-48 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Physical Education; Physical Activities; Males; Masculinity; Social Theories; Observation; Interviews; Middle School Students; Athletics; Social Influences; Teaching Methods; Course Content; Teacher Student Relationship; Peer Influence; Competition; Feminism; Human Body + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Male; Männliches Geschlecht; Männlichkeit; Gesellschaftstheorie; Beobachtung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leichtathletik; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Wettkampf; Feminismus; Menschlicher Körper
Abstract	This study used hegemonic masculinity theory to examine the intersection of masculinities and school physical education from the perspectives of boys who embodied masculinities that were marginalized. Over a 13-week period using present-focused, student-centered, qualitative methodological approaches, we observed, interviewed, and worked in small groups with 5 middle school boys from two schools. We identified three significant themes that merge the stories and experiences of masculinity hierarchies in sport-based physical education. First, we found that four social practices (content, pedagogies, teacher-student relationships, and peer cultures) in these physical education settings privileged some masculinities over others. Second, we examined the role that embodiment played, both in how the boys wore their oppression and in how their bodies resisted marginalizing situations. Third, we describe the contrasts these boys drew between physical activities experienced in sport-based physical education and physical activity experiences in other areas of their lives. We used Connell and Messerschmidt's (2005) reconceptualization of the theory of hegemonic masculinity for understanding how competitive sport-based physical education functioned to oppress boys with masculinities that were deemed abnormal. Additionally, we introduce feminist poststructuralism as a possible theoretical lens for interpreting boys' bodies as also being active agents in social practices rather than being only passive objects who are oppressed and dominated. (As Provided).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10