'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] |
| Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177739129 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Like putting a puzzle piece in the wrong spot': Transgender and non-binary experiences of physical education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kettley-Linsell%2C+Hannah%22">Kettley-Linsell, Hannah</searchLink><relatesTo>1,2</relatesTo><i> h.kettley-linsell@imperial.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Sandford%2C+Rachel%22">Sandford, Rachel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Coates%2C+Janine%22">Coates, Janine</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Gender+%26+Education%22">Gender & Education</searchLink>. Jul2024, Vol. 36 Issue 5, p453-469. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Dualism%22">Dualism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Gender & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177739129 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09540253.2024.2358194 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 453 Subjects: – SubjectFull: Physical education Type: general – SubjectFull: Young adults Type: general – SubjectFull: Educators Type: general – SubjectFull: Semi-structured interviews Type: general – SubjectFull: Dualism Type: general Titles: – TitleFull: 'Like putting a puzzle piece in the wrong spot': Transgender and non-binary experiences of physical education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kettley-Linsell, Hannah – PersonEntity: Name: NameFull: Sandford, Rachel – PersonEntity: Name: NameFull: Coates, Janine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09540253 Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: Gender & Education Type: main |
| ResultId | 1 |
