18 SES 10 B JS, Gender Issues and Physical Education
Joint Paper Session NW 18 and NW 27
Theoretical backgrounds: The synthesis of available research on gender in education reveals shared conclusions about the inequalities in the treatment of girls and boys at school. Research shows that French schools participate in the reproduction or even the construction of inequalities between girls and boys (Collet, 2016). This presentation focuses, within a didactique research approach (Amade-Escot, Elandoulsi & Verscheure, 2015; Amade-Escot & Verscheure, 2016; Verscheure & Amade-Escot, 2007) on how teacher and students interactions participate in the production of gendered content. In particular in PE, where “since the demands of every sport involve a particular balance between force and skill, it can be suggested that the more it is force that is decisive, the more a physically dominating hegemonic masculinity can be publicly celebrated” (Whitson, 1994, p. 363). The paper, built on the findings of a case study related to rugby, discusses the concept of ‘gender positioning’ as a means to describe the dynamics of the differential didactic contract which is “… not implicitly negotiated with all classroom students but with some groups of students which have diverse standings in the classroom” (Schubauer-Leoni, 1996, p. 160). Didactic research has pointed that gendered content is co-constructed through classroom interactions and that various gender positioning influences this co-construction (Verscheure & Amade-Escot, 2007; Amade-Escot, et al., 2015).
Aiming at struggling against the inequalities "in the making" in class, that is to say the current modalities of the practices of transmission and appropriation of the knowledge and the nature of the selected knowledge (Poggi & Brière, 2013), the innovative research design articulates an analysis of the practices of teaching and learning in class with a strategy of accompanying their change. The notion of change is seen here as the transition from one state to another: the modification of the relations between a subject and his environment involves the modification of the elements of the environment, as well as the transformation of individuals who become different by modifying the context (Bedin, 2013).
Amade-Escot, C., Elandoulsi, S. Verscheure, I. (2015). Physical Education in Tunisia: Teachers’ Practical Epistemology, Students’ Positioning and Gender Issues. Sport, Education and Society. 20(5), 656-675. DOI:10.1080/13573322.2014.997694 Amade-Escot, C. & Verscheure, I. (2016). Gender and didactics: from curricula to classroom practices. Coordinators of NW 27 Symposium on Gender - ECER, Dublin, Ireland, 23- 26 August 2016. Bedin, V. (dir.) (2013). La conduite et l'accompagnement du changement. Contribution des sciences de l'éducation. Paris : L'harmattan. Collet, I. (2016). Butterflies for girls, earthquakes for boys. Gender representation of sciences in primary school. Symposium on Gender - ECER, Dublin, Ireland, 23- 26 August 2016 Fagrell, B., Larsson H. & Redelius, K. (2012). The game within the game: girls’ underperforming position in Physical Education. Gender and Education, 24(1), 101-118. Griffin, P.S (1985) Boys' participation styles in a middle school physical education team sports unit. Journal of Teaching in Physical Education, 4, 100-110. Schubauer-Leoni, M.L. (1996). Etude du contrat didactique pour des élèves en difficulté en mathématiques. Problématique didactique et/ou psychosociale. In C. Raisky, et M. Caillot (Eds.) Au-delà des didactiques le didactique : débats autour de concepts fédérateurs (pp.159-189). Bruxelles: De Boëck, Perspectives en Education. Verscheure, I. & Amade-Escot, C. (2007). The gendered construction of physical education content as the result of the differentiated didactic contract. Physical Education and Sport Pedagogy, 12(3), 245-272. Whitson, D. (1994). The embodiment of gender: discipline, domination and empowerment, In S. Birrell & S. Cole (Eds.), Women, Sport and Culture (pp. 353-371).Champaign, Il: Human Kinetics.
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