How did I get here? The experiences of female physical education teachers in all boys' schools

Historically, physical education and sport were constructed as curriculum practices for boys to explore, channel and hone their masculinity. While much has changed since their induction into the curriculum, there is a prevailing view that sport and physical education continue to operate as powerful conduits to the dominant masculinity. In a climate where the underachievement of boys’ in social and educational contexts is becoming increasingly concerning, much of the literature attributes factors such as a lack of male role models, the feminisation of education and the lack of ‘boy friendly’ curriculum and pedagogy as key contributors to the current dilemma. The role of physical education and sport in the gender socialisation process poses some important questions about the place of female physical educators in this ‘male component’ of the curriculum. Foremost here are questions about the capacity of female physical educators to provide effective learning and socialising opportunities to young males. This paper draws on research into the experiences of female physical education teachers working in all-boy schools to discuss issues of gender, power and pedagogy.