An Investigation of Students’ Embodied Discourses in Physical Education: A Gender Project

2009 ◽  
Vol 28 (2) ◽  
pp. 173-191 ◽  
Author(s):  
Laura Azzarito ◽  
Melinda Solmon
Keyword(s):  
Physical Education ◽  
Social Construction ◽  
Physical Activities ◽  
Public High Schools ◽  
School Contexts ◽  
The Past ◽  
Gender Binary ◽  
The Social ◽  
Critical Issues ◽  
Practical Progress

Despite significant theoretical and practical progress over the past 20 years, the social construction of gender and its link to youths’ participation in physical activity in school contexts remain critical issues that call for further socioeducational scrutiny. In this study, researchers investigated the ways students’ embodiment of discursive constructs differed in terms of gender and race, and the relation between students’ embodied discursive constructs and students’ favorite or least favorite physical activities in physical education classes. The participants were 528 students from three public high schools. A survey was developed to assess students’ embodiment of discursive constructs. These results suggest that discursive constructs are influential in producing students’ choice of “gender-appropriate” physical activities. To destabilize the gender binary, therefore, the creation and promotion of a discourse of the “multiplicity of physicality” is proposed.

scholarly journals Chiapas moderno y mexicano: normalizar el deporte tras la Revolución mexicana, 1910-1940 = Modern and Mexican Chiapas: Normalizing sport after the Mexican Revolution, 1910-1940

2021 ◽  
pp. 35
Author(s):  
Miguel Lisbona Guillén
Keyword(s):  
Civil Society ◽  
Physical Education ◽  
Mexico City ◽  
Mexican Revolution ◽  
Physical Activities ◽  
Local Institutions ◽  
The Past ◽  
The Social ◽  
Sociedad Civil ◽  
New Nation

A partir de la Revolución mexicana, las instituciones creadas o reorganizadas por los gobiernos posrevolucionarios tienen, entre otros muchos retos, extenderse en lugares físicamente alejados de la capital del poder político, la Ciudad de México. Otro de sus objetivos era construir el discurso sobre la nueva nación que rompía con el pasado y que, entre cuyos objetivos, se encontraba la normalización de la ciudadanía a través de su regeneración física y moral. Normalización donde la educación física y el deporte se convertían en parte de las campañas de higienización social desplegadas por todo el país. De esta manera, el territorio chiapaneco se incorporó a la institucionalización de la Revolución mexicana y, dentro de ese proceso, las actividades físicas se impulsaron e incrementaron desde los gobiernos posrevolucionarios chiapanecos y, también, desde las élites de la sociedad civil, muchas de ellas partícipes de los nuevos gobiernos e instituciones locales chiapanecas. AbstractSince the Mexican Revolution, the institutions created or reorganized by the post-revolutionary governments have, among many other challenges, spread in places physically far from the capital of political power, Mexico City. Another of its objectives was to build the discourse on the new nation that broke with the past and that, among its objectives, was the normalization of citizenship through its physical and moral regeneration. Standardization where physical education and sport became part of the social sanitation campaigns deployed throughout the country. In this way, the territory of Chiapas was incorporated into the institutionalization of the Mexican Revolution and, within that process, physical activities were promoted and increased from the post-revolutionary governments of Chiapas and also, from the elites of civil society, many of them participants of the new governments and local institutions.

Legal Reform and Social Construction: Violence, Gender, and the Law

1994 ◽  
Vol 19 (04) ◽  
pp. 829-852 ◽  
Author(s):  
Lisa Frohmann ◽  
Elizabeth Mertz
Keyword(s):  
Social Construction ◽  
Violence Against Women ◽  
Political Ideology ◽  
Direct Action ◽  
The Political ◽  
Social Scientists ◽  
Legal Reforms ◽  
The Past ◽  
Multiple Dimensions ◽  
The Social

As scholars and activists have addressed the problem of violence against women in the past 25 years, their efforts have increasingly attuned us to the multiple dimensions of the issue. Early activists hoped to change the structure of power relations in our society, as well as the political ideology that tolerated violence against women, through legislation, education, direct action, and direct services. This activism resulted in a plethora of changes to the legal codes and protocols relating to rape and battering. Today, social scientists and legal scholars are evaluating the effects of these reforms, questioning anew the ability of law by itself to redress societal inequalities. As they uncover the limitations of legal reforms enacted in the past two decades, scholars are turning—or returning—to ask about the social and cultural contexts within which laws are formulated, enforced, and interpreted.

scholarly journals A Study on Word Association When Teaching the Theoretical Rules of Volleyball in Physical Education Classes

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Zsuzsa Nagy ◽  
Anetta Éva Müller
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Word Association ◽  
Physical Activities ◽  
The Body ◽  
Educational Content ◽  
Motor Abilities ◽  
The Past ◽  
Physical Education Lesson ◽  
Intellectual Knowledge

Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

2021 ◽  
pp. 1-9
Author(s):  
Carolina Nieva Boza ◽  
Teresa Lleixà Arribas
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Primary Schools ◽  
Social Inclusion ◽  
School Management ◽  
Physical Activities ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Educational Context ◽  
The Social

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

Talking Heads vs. Virtual Workspaces: A Comparison of Design across Cultures

1998 ◽  
Vol 13 (4) ◽  
pp. 259-272 ◽  
Author(s):  
Lorna Heaton
Keyword(s):  
Social Construction ◽  
Case Studies ◽  
Cooperative Work ◽  
Computer Supported Cooperative Work ◽  
Technology Design ◽  
The Past ◽  
Socially Constructed ◽  
Talking Heads ◽  
Cscw Design ◽  
The Social

The past decade has seen the development of a perspective holding that technology is socially constructed. This paper examines the social construction of one group of technologies, systems for computer supported cooperative work (CSCW). It compares the design of systems for computer supported cooperative work (CSCW) in Scandinavia and Japan with particular attention to the influence of culture on the resulting products. Two case studies are presented to illustrate the argument that culture is an important factor in technology design, despite commonly held assumptions about the neutrality and objectivity of science and technology. The paper further proposes an explanation for why, despite similar technical backgrounds and research interests, CSCW design is conducted differently and produces different results in Denmark and Japan. It argues that, by looking at CSCW systems as texts which reflect the context of their production and the society from which they come, we may be better able to understand the transformations that operate when these texts are ‘read’ in the contexts of their implementation.

Bedrock or social construction? What Anthropocene science means for political theory

2020 ◽  
Vol 7 (2) ◽  
pp. 97-112 ◽  
Author(s):  
Manuel Arias-Maldonado
Keyword(s):  
Social Sciences ◽  
Social Construction ◽  
Political Theory ◽  
Environmental Science ◽  
Scientific Concept ◽  
The Past ◽  
The Social ◽  
Quest For Meaning ◽  
Natural Scientists

How should political thinkers deal with environmental science? The question has acquired a new urgency with the rise of the Anthropocene, a scientific concept rapidly assimilated by the social sciences and the humanities. In that respect, some critics have levelled against it the well-known objections that environmental political thinkers and philosophers have directed towards science at large in the past. Anthropocene science might lead towards planetary governmentality, imposing a reductive way of understanding both the planet and sustainability. This article will claim that a clear demarcation between scientific and sociopolitical enquiries is needed. Political thinkers should take the findings provided by natural scientists as the basis for normative exploration and the quest for meaning. Arendt’s reflections on truth and factfulness will help to make this point.

Homophobia and Heterosexism in Women’s Sport and Physical Education: A Review

1997 ◽  
Vol 6 (2) ◽  
pp. 189-210 ◽  
Author(s):  
Susan L. Greendorfer ◽  
Laurna Rubinson
Keyword(s):  
Physical Education ◽  
Social Construction ◽  
Gender Role ◽  
Popular Press ◽  
Theoretical Frameworks ◽  
Women's Sport ◽  
Traditional Gender Role ◽  
Masculinity And Femininity ◽  
The Social ◽  
Masculine Culture

This review of the extant literature suggests that the examination of homophobia, heterosexism and gay/lesbian identities in sport remains a topic of analysis for very few scholars. In addition, there may be debate whether articles relative to masculinity and femininity, traditional gender role constructions, gender relations and the social construction of sport and sport as masculine culture should be included. Despite the narrowness or breadth of topics considered, homophobia, a weapon of sexism and hegemonic masculinity (and femininity) becomes a powerful resistance to patriarchy and male domination. The review begins with definitions of homophobia and moves to research and discussions that focus more directly on homophobia in sport and physical education. To present the breadth of topics that could be considered, additional sections include articles dealing with lesbianism in sport, heterosexism in sport, and a brief overview of homophobia in the popular press. Lack of theoretical frameworks, applications of theory and insufficient impirical evidence contribute to an uneveness in the literature and make it difficult to draw specific conclusions.

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