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Fagrell, Birgitta
Publications (10 of 14) Show all publications
Redelius, K., Fagrell, B. & Larsson, H. (2015). Symbolic capital and the hetero norm as doxa in physical education (1ed.). In: lisahunter, Smith & Emerald (Ed.), Pierre Bourdieu and Physical Culture: (pp. 126-133). New York: Routledge
Open this publication in new window or tab >>Symbolic capital and the hetero norm as doxa in physical education
2015 (English)In: Pierre Bourdieu and Physical Culture / [ed] lisahunter, Smith & Emerald, New York: Routledge, 2015, 1, p. 126-133Chapter in book (Other academic)
Place, publisher, year, edition, pages
New York: Routledge, 2015 Edition: 1
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3925 (URN)9780415829694 (ISBN)
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2015-12-22Bibliographically approved
Fagrell, B., Larsson, H. & Redelius, K. (2012). The game within the game: Girls' underperforming position in Physical Education. Gender and Education, 24(1), 101-118
Open this publication in new window or tab >>The game within the game: Girls' underperforming position in Physical Education
2012 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, no 1, p. 101-118Article in journal (Refereed) Published
Abstract [en]

Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons. Drawing on a case study, the aim of this article is to illuminate how games placed girls and boys in different subject positions. The logic governing the observed lessons was ‘proper game’, i.e. playing according to the official rules. Combined with hegemonic masculinity and the passivity of the teacher, this kind of logic resulted in the game being dominated by several dominant boys and by the ball-playing girls either being positioned or allowing themselves to be placed in situations in which they consistently underperformed. A gender category in late modernity, resting on hegemonic masculinity, can be seen as a cultural flashpoint that reflects problems in society rather than problems in the gym.

National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-2594 (URN)10.1080/09540253.2011.582032 (DOI)
Available from: 2012-12-28 Created: 2012-12-28 Last updated: 2017-12-06Bibliographically approved
Larsson, H., Fagrell, B. & Redelius, K. (2011). Challenging Gender in Physical Education: A queer lens on PE teaching. SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, 27-48
Open this publication in new window or tab >>Challenging Gender in Physical Education: A queer lens on PE teaching
2011 (English)In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 27-48Article in journal (Refereed) Published
Abstract [en]

Gender structures have proven to be difficult to challenge within physical education. Despite increased research based knowledge about the relative dominance of boys and of a teaching dominated by traditional sports and physical exercise, little is done in order to change this situation. This might be due to a lack of critical perspectives among researchers and teachers. The aim of this paper is to outline a perspective that might be able to produce new ways of conceptualising and understanding what is happening in terms of gender power relations in physical education classes. We term this perspective queer, hence indicating a subversive perspective that can challenge the complementary perspective on gender that is at present dominating within the subject. From a queer point of view, much of the attempts to 'adjust' the conditions for girls and boys turn out to be reinforcing a traditional gender order, where boys are 'naturally' physically gifted while girls rather 'lie low' during class.

Place, publisher, year, edition, pages
Lund: Svensk förening för beteendevetenskaplig idrottsforskning, 2011
Keywords
physical education, gender, queer theory, teaching
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-2088 (URN)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2015-12-22Bibliographically approved
Larsson, H., Redelius, K. & Fagrell, B. (2011). Moving (in) the heterosexual matrix.: On heteronormativity in secondary school physical education. Physical Education and Sport Pedagogy, 16(1), 67-81
Open this publication in new window or tab >>Moving (in) the heterosexual matrix.: On heteronormativity in secondary school physical education
2011 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 16, no 1, p. 67-81Article in journal (Refereed) Published
Abstract [en]

Background: Studies on heteronormativity in PE either appear to have explored the experiences of and conditions for non-heterosexual students, or adopt a retrospective point of view. Further, the relation between heteronormativity and movement and how movement activities embody social norms and values related to gender and sexuality has not been explored in depth.Purpose: To explore the relation between movement and heteronormativity in PE as experienced by the students.

Participants, setting and research design: The study is based on interviews with 24 students, aged 15 and 16 years and living in a big city area in Sweden. Each student was interviewed on three occasions, immediately following PE lessons visited by the researchers.

Data collection: The interviews revolved around: (1) the students' social situation; (2) their sporting habits and interests; (3) their views about PE (aims, content, teaching methods, learning, assessment and grading); (4) their views of girls' and boys' conditions in PE; and (5) their views about body and movement.

Data analysis: A discourse analysis was conducted, based on the interview as a whole, namely the interviewer's questions and comments and the interviewees' responses and possible counter-questions. Particular interest was directed towards linguistic regularities relating to norms and ideas about gender and sexuality.

Findings: Heteronormativity conditions the way in which girls and boys (feel they can appropriately) engage in a certain movement activity and still be viewed as 'normal'. In the PE classes we visited, being recognised as a 'normal' or straight girl presupposed a feminine appearance, a good coordinative and rhythmic ability, self-confidence in relation to partner dancing, and conversely, a lack of self-confidence and a reluctance to appear aggressive and competitive in connection with ball games. Boys who adopt that position might be apprehended as 'effeminate' or 'poofs' – unless they have some kind of status marker that can serve as a heterosexual alibi, like being popular and athletic. Being recognised as a 'normal' or straight boy presupposed a masculine appearance and confidence, i.e. aggressive and competitive behaviour, in team ball games. Girls who occupy that position might be perceived as 'butch' or 'manly' (perhaps as lesbians?) if they do not, correspondingly, have some kind of marker that can serve as a heterosexual alibi. This might include having a feminine appearance.

Conclusions: Since heteronorms are embodied in and through movement, any attempt to challenge the heteronormative culture of PE teaching would have to carefully consider which kinds of activities to include in the PE curriculum, and to make it possible for the students to move in new ways. Such a strategy would include a critically reflexive approach among PE teachers towards the conventional endeavour to make the teaching 'work' without too much emphasis on exploring how students experience different physical activities. 

National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-1997 (URN)10.1080/17408989.2010.491819 (DOI)
Available from: 2011-12-01 Created: 2011-12-01 Last updated: 2017-12-08Bibliographically approved
Lundvall, S. & Fagrell, B. (2011). Physical education & health (PEH) – challenging gender through embodied learning and management. In: British Educational Research Association Conference 6-8/9 2011: annual conference. Paper presented at British Educational Research Association (BERA). BERA
Open this publication in new window or tab >>Physical education & health (PEH) – challenging gender through embodied learning and management
2011 (English)In: British Educational Research Association Conference 6-8/9 2011: annual conference, BERA , 2011Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
BERA, 2011
Keywords
physical education, non participatory obervational study, gender patterns, learning, logics of practice
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-2075 (URN)
Conference
British Educational Research Association (BERA)
Projects
Skolans jämställdhetsfrämjande åtgärder inom idrott och hälsa (SKOJ-projektet)
Available from: 2012-01-09 Created: 2012-01-09 Last updated: 2016-02-25Bibliographically approved
Larsson, H. & Fagrell, B. (2010). Föreställningar om kroppen: kropp och kroppslighet i pedagogisk praktik och teori (1. uppl.ed.). Stockholm: Liber
Open this publication in new window or tab >>Föreställningar om kroppen: kropp och kroppslighet i pedagogisk praktik och teori
2010 (Swedish)Book (Other academic)
Abstract [sv]

Föreställningar om kroppen – kropp och kroppslighet i pedagogisk praktik och teori behandlar synen på kroppen under olika epoker av samhällsutvecklingen från antiken fram till i dag. Boken är indelad i tre delar, där den första om skolan belyser vilken roll kroppen har i vår samtida skola, hur olika pedagogiska metoder och skolreformer har en förankring i olika syn på kroppen och hur kroppen ska fostras och disciplineras för att bli en fullvärdig samhällsmedlem. Den andra delen om bildning berör synen på kroppen inom filosofi och vetenskap och diskuterar kroppens ”vara”, relationen mellan kropp och själ samt kroppens roll i bildning, kunskap och lärande. Den tredje delen om samhälle behandlar bland annat frågor om makt och kön, men också om rörelse.

Place, publisher, year, edition, pages
Stockholm: Liber, 2010 Edition: 1. uppl.
Keywords
Människokroppen – sociologiska aspekter – historia, Människokroppen – pedagogiska aspekter
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-1307 (URN)978-91-47-08443-2 (ISBN)
Available from: 2010-09-30 Created: 2010-09-30 Last updated: 2015-12-22Bibliographically approved
Larsson, H., Fagrell, B., Johansson, S., Lundvall, S., Meckbach, J. & Redelius, K. (2010). Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse: På pojkarnas planhalva. Stockholm: Skolverket
Open this publication in new window or tab >>Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse: På pojkarnas planhalva
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2010 (Swedish)Report (Other academic)
Abstract [en]

Gender(ed) patterns in Swedish school physical education and health: a problem of equity?

In the spring of 2009 the Swedish National Agency of Education commissioned the physical education and sport pedagogy research group at the Swedish School of Sport and Health Sciences in Stockholm to survey and problematize girls' and boys' conditions in Swedish physical education and health (PEH). The overarching theme of this symposium is to present the results from this project and to discuss different kinds of factors that influence gender equity in PEH.

Gender and gender equity in PEH has been on the research agenda both in Sweden and in other countries for several decades, in particular the masculine and heteronormative character of the subject. What is specific, and perhaps new, about this project is that it takes its starting point in statistical data about 15-16 year old girls' and boys' distribution of grades, parents' educational level, and students' and parents' place of birth (Sweden/not Sweden). The Swedish National Agency of Education (SNAE) has access to statistics from every Swedish school about this kind of information.

The project consist of three studies:

-                    a survey, where questionnaires were sent to 350 secondary schools to be answered by a PEH teacher (with questions about aims and content of PEH teaching, gender equity, assessment, etc.);

-                    an interview study with 17 PEH teachers in mid-Sweden (focusing on how teachers reason about their subject and about gender equity issues in the subject);

-                    an observation study of PEH lessons with 6 classes at different schools in a big-city area (focusing possible relation between the school’s socio-economic and ethnic conditions, gender patterns during class, and content and organisation of PEH teaching)

The survey study has added information from teachers about PEH teaching that can be related to the previously mentioned statistical information about the pupils and the distribution of grades. The teachers and classes participating in the interview and observations studies were selected based on the same statistical information. Each paper to be presented at the symposium will deal with one of the three studies.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2010. p. 130
Series
Skolverkets rapportserie
Keywords
jämställdhet, genus, idrott och hälsa
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-1646 (URN)
Note

Forskarrapport från GIH till Skolverkets kartläggning av ämnet idrott och hälsa i grundskolan utifrån ett jämställdhetsperspektiv, del av rapporten På pojkarnas planhalva (2010)

Available from: 2010-12-16 Created: 2010-12-16 Last updated: 2017-05-08Bibliographically approved
Lundvall, S. & Fagrell, B. (2010). What’s at Stake in the Swedish Subject Physical Education and Health:  (Re)making Gender through Embodied Learning, Objectives, and Management?  . Paper presented at AIESEP, Association Internationale dés Écoles Superieur d'Éducation Physique, À Coruña, Spain.
Open this publication in new window or tab >>What’s at Stake in the Swedish Subject Physical Education and Health:  (Re)making Gender through Embodied Learning, Objectives, and Management?  
2010 (English)Conference paper, Published paper (Refereed)
National Category
Gender Studies
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-1697 (URN)
Conference
AIESEP, Association Internationale dés Écoles Superieur d'Éducation Physique, À Coruña, Spain
Available from: 2010-12-30 Created: 2010-12-30 Last updated: 2016-02-25Bibliographically approved
Larsson, H., Fagrell, B. & Redelius, K. (2009). Queering Physical Education. Between benevolence towards girls and a tribute to masculinity. Physical Education and Sport Pedagogy, 14(1), 1-17
Open this publication in new window or tab >>Queering Physical Education. Between benevolence towards girls and a tribute to masculinity
2009 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 14, no 1, p. 1-17Article in journal (Refereed) Published
Keywords
physical education, queer theory, gender
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:gih:diva-1693 (URN)10.1080/17408980701345832 (DOI)
Available from: 2010-12-30 Created: 2010-12-30 Last updated: 2017-12-11Bibliographically approved
Redelius, K., Fagrell, B. & Larsson, H. (2009). Symbolic capital in Physical Education: To be, to do or to know? That is the gendered question. Sport, Education and Society, 14(2), 245-260
Open this publication in new window or tab >>Symbolic capital in Physical Education: To be, to do or to know? That is the gendered question
2009 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 14, no 2, p. 245-260Article in journal (Refereed) Published
Keywords
physical education, assessment, symbolic capital, gender
National Category
Pedagogy
Identifiers
urn:nbn:se:gih:diva-1692 (URN)10.1080/13573320902809195 (DOI)
Available from: 2010-12-30 Created: 2010-12-30 Last updated: 2017-12-11Bibliographically approved
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