27 SES 07 C, Parallel Paper Session
Parallel Paper Session
This proposal focuses on a theoretical discussion about the notion of “gender position” to analyze learning in physical education (PE). Research on gender in physical education has pointed out the social construction of gendered bodies and minds through the curriculum. It has been shown that female students do not benefit from equal opportunities to participate in physical activities. The purpose of this presentation is to focus, within a didactique research approach, on student learning with special attention to the gendered content taught and learned and with the aim of better understanding the differentiated process which is as the root of gender issues in PE (Amade-Escot, 2006).
In the first part of the presentation, we briefly show how the notion of “gender position” is a pertinent analytical tool to understand how gender inequities are co-constructed in PE classrooms (Amade-Escot, 2006; Elandoulsi, 2011; Verscheure & Amade-Escot, 2007). We point out, within the theoretical framework of the Joint Action Theory in Didactics (JATD), how teacher and students (female and male) jointly construct gendered content knowledge in PE classrooms.
In the second part we discuss the notion of “gender position” against the background of two theoretical frameworks: the JATD (Sensevy, Amade-Escot & Gruson, 2010) and the “Positioning theory” (Harré & van Langenhove, 1999). First, we show the connection between: (i) the concept of differentiated didactical contract (CDD) as developed in French speaking research in comparative didactics (Schubauer-Leoni, 1996, 2003), (ii) the notion of “gender position” that allow to understand how the subject matter shapes teachers’ and students’ joint actions, and (iii) the concept of “positioning” which can be seen as a dynamic alternative to the concept of role (Harré & van Langenhove, 1999). We then attempt to highlight the epistemological links between the two frameworks: mainly a situated approach within a social-interactionism background with respect to the theoretical works of Goffman, Mead and Vygotsky.
Amade-Escot, C. (2006). Student learning within the didactique tradition. Chapter in D. Kirk, M. O'Sullivan, and D. Macdonald (Eds.). Handbook of Research in Physical Education. (pp. 347-365). London, Thousand Oaks, New Delhi: SAGE Publications Ltd. Elandoulsi, S. (2011). L’Epistémologie pratique des professeurs : Effets de l’expérience et de l’expertise dans l’enseignement de l’Appui Tendu Renversé en mixité. Analyse comparée de 3 enseignants d’éducation physique et sportive en Tunisie. Thèse de doctorat de Sciences de l’Education, non publiée, Université de Toulouse, Toulouse-Le-Mirail, 26 septembre. Harré, R. & van Lagenhove L. (1999). Positioning theory: moral contexts of intentional action. Oxford: Blackwell Publisher Ltd 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 éducation. Schubauer-Leoni, M.L. (2003). La fonction des dimensions langagières dans un ensemble de travaux sur le contrat didactique. Communication au colloque international "Construction des connaissances et langage dans les disciplines d'enseignement. In CD Rom des actes du colloque, Bordeaux 3-5 avril. Sensevy, G., Amade-Escot, C., & Gruson, B. (2010, August). Comparative didactics and social sciences: from specific didactics to the joint action theory in didactics. Paper presented at the Symposium “Beyond Subject Specific Didactics : Elaborating a Comparative Didactics as a New Research Field”, at the European Conference on Educational Research (ECER). Helsinki, August 25 – 27, Finland. 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.
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