The challenges of intersectionality: Researching difference in physical education

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century’. This paper reviews some of the key imperatives of working with ‘intersectional theory’ and explores the extent to these debates are informing research around difference in education and Physical Education (PE). The first part of the paper highlights some key issues in theorising and researching intersectionality before moving on to consider how difference has been addressed within PE. The paper then considers three ongoing challenges of intersectionality – bodies and embodiment, politics and practice and empirical research. The paper argues for a continued focus on the specific context of PE within education for its contribution to these questions

Tales from the playing field: black and minority ethnic students' experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy

Gender, Physical Education and Active Lifestyles: New Directions and Challenges - Introduction to Special Issue

The idea for this Special Issue, ‘Gender, Physical Education and Active Lifestyles: Contemporary Challenges and New Directions’ developed from the interest generated by a one day conference held at Leeds Beckett University in September 2017. The conference marked 25 years since the publication of Sheila Scraton’s ground breaking, feminist analysis of Physical Education. As a pivotal text that has contributed to the growth of gender research within the UK and more broadly, it seemed fitting to mark this occasion. The reach of Sheila’s work was perhaps realised through the delegate body. Early career researchers mingled with established scholars from America, Australia, New Zealand, Europe and the UK. Building on this conference and a wider call for papers, we are delighted to offer two Special Issues of Sport, Education and Society. The first issue engages explicitly with the challenge of theorising and understanding gendered subjectivities and embodiment across a range of contexts. These papers reflect the diversity of theoretical approaches being employed with some drawing on feminist perspectives, and others using Bourdieu, intersectionality, critical whiteness studies, and masculinity studies. The collection of papers in the second issue seek to examine the different ways in which gender becomes implicated in pedagogical relations and practice. These range from accounts of teachers’ struggles to use critical pedagogies to address gender inequities in PE classes, to analyses of the wider pedagogical ‘work’ of the media in constructing understandings about gender, with several papers exploring these two aspects in combination. We hope you enjoy reading the papers across these two Special Issues as much as we have enjoyed the journey as the editorial team. Collectively the papers raise alternative questions and provide new insights into gender and active lifestyles, and importantly, all seek to make a difference in moving towards more equitable physical activity experiences

'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC

Young people today: news media, policy and youth justice

The new sociology of childhood sees children as competent social agents with important contributions to make. And yet the phase of childhood is fraught with tensions and contradictions. Public policies are required, not only to protect children, but also to control them and regulate their behaviour. For children and young people in the UK, youth justice has become increasingly punitive. At the same time, social policies have focused more on children's inclusion and participation. In this interplay of conflict and contradictions, the role the media play is critical in contributing to the moral panic about childhood and youth. In this article, we consider media representations of “antisocial” children and young people and how this belies a moral response to the nature of contemporary childhood. We conclude by considering how a rights-based approach might help redress the moralised politics of childhood representations in the media

Homophobia and heterosexism: Spanish Physical Education teachers’ perceptions

Physical education is traditionally a heteronormative environment, despite current studies highlighting the existence of positive changes in sport towards sexual diversity. In Spain, physical education teachers’ attitudes towards sexual minorities are an under-researched area. The current study identifies physical education teachers’ perceptions towards homophobia and heterosexism in their lessons, raising questions as to whether societies are hostile or more tolerant in regards to gays and lesbians in sport. This experimental and cross-sectional descriptive research involved 170 Physical Education teachers from mixed schools, using a modified version of the original questionnaire of homophobia and heterosexism perceptions by Morrow and Gill (2003). Results show heterosexist and homophobic behavior is apparent in physical education lessons, with teachers aware of these behaviours. Furthermore, it is highlighted that students use homosexually-themed language as an instrument to discriminate against gays and lesbians. This language use is not common among teachers, although when it is present, it is clearer and more frequent amongst male teachers

Policing unacceptable protest in England and Wales: A case study of the policing of anti-fracking protests

In recent years public order policing policy in England and Wales has undergone significant changes. A ‘human rights compliant’ model of protest policing has been developed since 2009 and this article makes a contribution to the body of academic work considering the impact of these changes on operational policing. Drawing upon a longitudinal case study of the policing of protests against ‘fracking’ in Salford, Greater Manchester, in 2013-2014, the article contrasts post-2009 policy and academic discourses on protest policing with the experiences of anti-fracking protesters. To develop this assessment, the article also draws attention to previously unexplored definitions of acceptable and unacceptable protest set out by police in more recent policy, and considers the extent to which these definitions are reflected in the police response to anti-fracking protest. The article suggests that a police commitment to a human rights approach to protest facilitation is, at least in the case of anti-fracking protest, contingent on the focus and form of political activism

Re-igniting the gender agenda in the 21st Century

25 years ago Scraton’s (1992) pivotal research on the reproduction of gender relations in girls’ Physical Education (PE) identified curricula, pedagogy and leadership as key. Since then our theoretical understandings have developed, most notably through the recognition of the significance of the intersections of gender with ethnicity, class and disability (Flintoff et al, 2008). Yet, continued concerns over girls’ health and disengagement in PE (Women’s Sports Foundation, 2012) suggest a need for contemporary empirical feminist work informed by these theoretical shifts (Kirk & Oliver, 2014). This presentation reports on a study that explored the extent to which PE policy and practice have shifted in the last 25 years and the role of contemporary PE in reproducing and challenging gender relations. The research was conducted in four schools serving diverse student populations, reflecting the change in school demographics since Scraton’s (1992) research. Elmhurst High and Woodside Secondary are co-educational, consisting predominantly of South Asian, Muslim students. Willetts Park, also co-educational, serves a predominantly White student population. Bliss Hill is an all-girl’s Islamic faith school. Similar to Scraton’s (1992) study, all schools are based in a socio-economically deprived area in the north of England. A critical interpretive, feminist lens was adopted and data were generated through 70 lesson observations of girls’ and boys’ PE and interviews with 10 PE teachers. Despite the introduction of a National Curriculum in 1992, the findings suggest that little has changed in PE content during the intervening years. Lessons are predominantly games based, with a traditional teacher-led pedagogy. The enduring practice of offering a differentiated curriculum to boys and girls, and teachers’ gendered assumptions about boys’ and girls’ abilities reinforces powerful gendered discourses around hegemonic masculinity, heteronormativity and ableism that inform identities, power relations and girls’ relationship with PE. Yet, this research also identified significant differences in practice. Whilst Scraton (1992) noted a key focus of PE to be the encouragement of active leisure interests, this study highlights the preoccupation with assessment and the measurement of competency in narrowly defined terms. This change in focus in linked to a broader remit within schools around achievement and is reflected in a preoccupation with school inspections, student league tables, and attainment targets. This accountability adds to the pressures experienced by teachers whose concerns and anxiety over high levels of surveillance and accountability becomes manifest within their lessons through a distinct lack of fun and enjoyment

"Physical education", "health and physical education", "physical literacy" and "health literacy": Global nomenclature confusion.

The title “physical education” (PE) is the traditional taxonomy used to represent the education discipline. Health and physical education (HPE) is regarded to be an all-encompassing health-dimensional title that has been recently embraced by various education systems around the world. Hence, it can be argued that PE and HPE are often used interchangeably by educationalists, portraying a similar meaning and understanding. This can be regarded as internationally confusing, as historically PE and HPE have represented different and at times paradoxical discourses and ideologies. Amongst the ambiguity of which title to use, PE or HPE, new terms of branding such as “physical literacy” and “health literacy” have re/emerged. The purpose of this interpretivist study is to identify if associated terms used for the original PE label are a help or hindrance to practitioners? Participants were asked an open-ended question relating to PE nomenclatures. The data gathered were analysed and findings confirmed that practitioner confusion does exist. It is suggested that children are first and foremost “physically educated”; therefore a strong, clear and comprehensive grounding in quality PE is essential for teachers and students