'Like putting a puzzle piece in the wrong spot': Transgender and non-binary experiences of physical education.
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| Title: | 'Like putting a puzzle piece in the wrong spot': Transgender and non-binary experiences of physical education. |
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| Authors: | Kettley-Linsell, Hannah1,2 h.kettley-linsell@imperial.ac.uk, Sandford, Rachel1, Coates, Janine1 |
| Source: | Gender & Education. Jul2024, Vol. 36 Issue 5, p453-469. 17p. |
| Subject Terms: | *Physical education, *Young adults, *Educators, Semi-structured interviews, Dualism |
| Abstract: | Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09540253 |
| DOI: | 10.1080/09540253.2024.2358194 |
