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Negotiating masculine hegemony : female physical educators in an all-boys’ school
journal contribution
posted on 2012-11-01, 00:00 authored by Amanda MooneyAmanda Mooney, Chris HickeyChris HickeySchool physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching pedagogies draw heavily on ‘masculine’ practices that serve to legitimate and/or reproduce hierarchical and heteronormative masculinities. Embedded in the broader tenets of gender equity, this article draws on Foucault's technologies of the self to examine the experiences of two female physical educators in an all-boys' school as they negotiate their daily work in an environment where embodied masculinities are intensified. In doing so, it looks beyond the PE department to the wider school context (discourse and practice) as integral to the contestation and struggles for the professional identities available and taken up by female PE teachers in all-boy settings. Our findings reveal strategies that these teachers employed to negotiate and reconcile the tensions associated with being ‘positioned’ outside the gendered hegemony of the school.
History
Journal
Asia-Pacific journal of health, sport and physical educationVolume
3Issue
3Pagination
199 - 212Publisher
RoutledgeLocation
Hindmarsh, S.A.ISSN
1837-7122eISSN
1837-7130Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2012, Taylor & FrancisUsage metrics
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