Heterotopias in physical education: towards a queer pedagogy?
2014 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 26, no 2, 135-150 p.Article in journal (Refereed) Published
This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as aheterotopia, according to Michel Foucault a ‘counter-site’ enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.
Place, publisher, year, edition, pages
2014. Vol. 26, no 2, 135-150 p.
Research subject Social Sciences/Humanities
IdentifiersURN: urn:nbn:se:gih:diva-3563DOI: 10.1080/09540253.2014.888403OAI: oai:DiVA.org:gih-3563DiVA: diva2:764206