'I'm Not a Horse Girl'. Social Divisions in Students' Narratives and the Implications for Inclusive Physical Education

Autor/in	Thorjussen, Ingfrid Mattingsdal
Titel	'I'm Not a Horse Girl'. Social Divisions in Students' Narratives and the Implications for Inclusive Physical Education
Quelle	In: Sport, Education and Society, 28 (2023) 5, S.493-507 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorjussen, Ingfrid Mattingsdal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2022.2044302
Schlagwörter	Physical Education; Social Class; Social Differences; Socioeconomic Status; Inclusion; Ethnicity; Gender Differences; Student Attitudes; Public Schools; Foreign Countries; Cultural Differences; Secondary School Students; Grade 8; Grade 9; Grade 10; Norway + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Social classes; Soziale Klasse; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Inklusion; Ethnizität; Geschlechterkonflikt; Schülerverhalten; Public school; Öffentliche Schule; Ausland; Kultureller Unterschied; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Norwegen
Abstract	In recent years, the complexity of post-modern societies has gained increasing attention. In terms of education, the attention involves focusing on how students experience inclusion and meaningful learning, regardless of their ethnic and/or socioeconomic background. These matters are particularly relevant in health and physical education (PE), where research has illuminated that some students experience exclusion and/or marginalisation due to these social divisions. Nonetheless, further research is warranted to investigate the complex interplay between family, socioeconomic background and inclusion in the PE context. An intersectional perspective that considers social divisions and narratives of location as proposed by Anthias underpins the study. Two questions are addressed: (1) How are differences in the students' ethnic, gendered, and social class background relevant to the narratives they bring to PE?; and (2) How does the students' narratives influence their meaning-making of PE? The setting of the study was two multi-ethnic co-ed PE classes at a public school located in Oslo, Norway. Data was generated from semi-structured interviews with 17 of the students. The analysis highlighted important differences concerning the number and types of activities the students were involved in during leisure, including the role sports and physical activity played in their families. Ethnic and cultural background seemed to be the most influential social divisions, however, further analysis revealed how divisions such as class and gender intersected in the students' narratives. With regard to meaning-making of PE, the students, regardless of background, positioned themselves as potential young bodies at risk, placing PE within pathological health discourses. Moreover, the narratives suggested that a taken for grantedness regarding content and knowledge taught in PE might prevent some students from making meaningful links between PE and their everyday life. In conclusion, this study reflects on the implications of the insights concerning PE practice. (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