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  • 1.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    De små konstruktörerna: flickor och pojkar om kvinnligt och manligt i relation till kropp, idrott, familj och arbete2000Doctoral thesis, monograph (Other academic)
  • 2.
    Fagrell, Birgitta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The game within the game: Girls' underperforming position in Physical Education2012In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, no 1, p. 101-118Article in journal (Refereed)
    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.

  • 3.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Föreställningar om kroppen: kropp och kroppslighet i pedagogisk praktik och teori2010 (ed. 1. uppl.)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.

  • 4.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Johansson, Susanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse: På pojkarnas planhalva2010Report (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.

  • 5.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kooperativa lärprocesser kring genus i idrott och hälsa2006In: SVEBI:s årsbok 2006, ISSN 0284-4672, p. 173-190Article in journal (Other academic)
    Abstract [en]

    Cooperative learning processes about gender in physical education and health

    Studies about the subject physical education and health illustrate that the subject have been and still is influenced by a strong gender order. The aim of the project Cooperative learning processes is to extend the understanding of how gender is constructed in the subject by an analysis of the dialogue about boys and girls conditions in physical education and health between qualified teachers/scientists and teachers in PE. Three qualified teachers at GIH in Stockholm and four teachers in PE at an upper secondary school in Huddinge were talking four times about gender in PE. Each dialogue was transcribed and sent to each member. The transcribed conversation was a bas for the coming talk. The method is inspired from the method which Lenz Taguchi used in her dissertation Emancipation and resistance (2000), The learning process of cooperation is highly about to untie the images and social hierachies´ that control relations between, on one hand, the one who stands as the interpreter of the practice (the scientist) and, on the other hand, the one who has the corporal experience of the practice (the one who ought to know). This is a greater challenge than you can imagine.

  • 6.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Challenging Gender in Physical Education: A queer lens on PE teaching2011In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 27-48Article in journal (Refereed)
    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.

  • 7.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kön-Idrott-Skola2005In: idrottsforum.org, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 8.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Queering Physical Education. Between benevolence towards girls and a tribute to masculinity2009In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 14, no 1, p. 1-17Article in journal (Refereed)
  • 9.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    "Jag känner inte för att bli en ... kille": Om heteronormativitet i ämnet idrott och hälsa2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 2, p. 113-137Article in journal (Other academic)
  • 10.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Moving (in) the heterosexual matrix.: On heteronormativity in secondary school physical education2011In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 16, no 1, p. 67-81Article in journal (Refereed)
    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. 

  • 11.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical education & health (PEH) – challenging gender through embodied learning and management2011In: British Educational Research Association Conference 6-8/9 2011: annual conference, BERA , 2011Conference paper (Other academic)
  • 12.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    What’s at Stake in the Swedish Subject Physical Education and Health:  (Re)making Gender through Embodied Learning, Objectives, and Management?  2010Conference paper (Refereed)
  • 13.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Symbolic capital and the hetero norm as doxa in physical education2015In: Pierre Bourdieu and Physical Culture / [ed] lisahunter, Smith & Emerald, New York: Routledge, 2015, 1, p. 126-133Chapter in book (Other academic)
  • 14.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Symbolic capital in Physical Education: To be, to do or to know? That is the gendered question2009In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 14, no 2, p. 245-260Article in journal (Refereed)
1 - 14 of 14
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