RT info:eu-repo/semantics/article
T1 Physical educators' gender identities and embodied practice
A1 Dowling, Fiona
A2 Ediciones Universidad de Valladolid
AB A discussion about embodied learning must inevitably address the way in which our emotions are integral to our experiences within Physical Education (PE) culture. Knowledge and experiences within PE are generated, regulated, shaped, worked upon and 'normalised' within webs of emotional social relations.This paper will focus upon how emotions concerning gender relations in Physical Education Teacher Education (PETE) predominantly construct a 'gender order' (Connell, 1987) which privileges 'traditional', white, middle class forms of physicality at the expense of alternative male and female physical identities.Drawing upon data from a Norwegian study of PETE, it will be argued that the hegemonic 'feeling rules' (Lupton, 1998) of formal teacher education encourage actors to see any challenges to traditional gender relations as being ridiculous, tiresome, irritating and disdainful. Actors' embodied responses to matters of gender as expressed via laughter, anger, mockery, disgust or indifference can be understood as a 'deliberate social strategy' (Lupton, 1998) in maintaining the status quo.
SN 1578-2174
YR 2008
FD 2008
LK http://uvadoc.uva.es/handle/10324/23663
UL http://uvadoc.uva.es/handle/10324/23663
LA spa
NO Agora para la educación física y el deporte, 2008, N.6, pags.89-108
DS UVaDOC
RD 15-may-2024