The challenges of intersectionality: Researching difference in physical education

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century’. This paper reviews some of the key imperatives of working with ‘intersectional theory’ and explores the extent to these debates are informing research around difference in education and Physical Education (PE). The first part of the paper highlights some key issues in theorising and researching intersectionality before moving on to consider how difference has been addressed within PE. The paper then considers three ongoing challenges of intersectionality – bodies and embodiment, politics and practice and empirical research. The paper argues for a continued focus on the specific context of PE within education for its contribution to these questions

Tales from the playing field: black and minority ethnic students' experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy

Young people today: news media, policy and youth justice

The new sociology of childhood sees children as competent social agents with important contributions to make. And yet the phase of childhood is fraught with tensions and contradictions. Public policies are required, not only to protect children, but also to control them and regulate their behaviour. For children and young people in the UK, youth justice has become increasingly punitive. At the same time, social policies have focused more on children's inclusion and participation. In this interplay of conflict and contradictions, the role the media play is critical in contributing to the moral panic about childhood and youth. In this article, we consider media representations of “antisocial” children and young people and how this belies a moral response to the nature of contemporary childhood. We conclude by considering how a rights-based approach might help redress the moralised politics of childhood representations in the media

'Othering' and Physical Education in Norway

Røset L, Green K, Thurston M. (2020). ‘Even if you don’t care…you do care after all’: ‘Othering’ and physical education in Norway. European Physical Education Review, 26(3), 622-641. Copyright © [2020] (Copyright Holder). Reprinted by permission of SAGE Publications.In the past decade or more, improving young people’s mental health has been identified as a priority for policy-makers in many countries, including Norway. Physical education (PE), as a setting for physical activity, is increasingly viewed as having a potentially significant role to play in addressing mental health among the young. This paper reports the findings from a study of 148 Norwegian youngsters (68 girls and 80 boys) from the 10th grade (15-16 year olds) in eight secondary schools in Norway in 2017. It explores Norwegian youngsters’ experiences of PE in relation to aspects of their mental health – specifically, being judged and, by extension, ‘othered’. The findings suggest that PE may undoubtedly serve to generate positive feelings associated with physical activity and games and, in doing so, bolster some youngsters’ self-esteem and self-identities. On the other hand, however, for those less competent in sporting terms, and whose bodily self-image is not particularly positive, the public nature of PE and the nature of the activities that constitute the subject can give rise to unplanned and unintended harm to some youngsters’ mental health – especially in countries, such as Norway, where sport is a significant aspect of the group habitus and collective ‘we-group’ identity

Law, necropolitics and the stop and search of young people

Stop and search can harm young people, damage relations between police and the community and alienate ethnic and racial minorities. In Mohidin and another v Commissioner of the Police of the Metropolis and others, a group of minors who had been stopped, searched and, in some cases, falsely imprisoned, assaulted and racially abused by officers, were awarded damages for the distress and pain suffered. In this article, the case will be read not for the tortious legal consequences of police actions towards youth, or members of the public in general, nor for the culpability of any of the parties concerned, but for how the use of ‘lawful’ police powers on young people was framed and justified by both officers and the courts. It is argued that the punitive function of such powers has been underexplored by criminologists, and that the authorization and legitimization of such tactics, routinely defended as a ‘necessary’ crime prevention tool, can be understood as an instantiation of ‘necropolitics’

Using narrative to construct accountability in cases of death after police contact

This paper examines the use of narrative verdicts in the coronial system in England and Wales to record findings in cases of death after police contact. It uses a dataset of 68 verdicts into such cases in the period 2004–2015. The paper considers how regulation is constructed in a way that makes complex cases comprehensible through narrative. The construction of these narratives is affected by legal structures, institutional structures, but also the structures imposed by narrative convention. The paper argues that the relationships between these structures affect what type of narrative is constructed in the aftermath of a death after police contact. It further suggests that devices within narratives enable the construction of a comprehensible narrative verdict in such cases

‘Homing in’ on South Asian, Muslim girls’ and their stories of physical activity

Research that focuses on the home as a physical activity setting appears preoccupied with measuring activity. What is less researched is how the home is experienced as a physical activity context. This paper explores the physical activity experiences in and around the home of 13 South Asian, Muslim young women. Data were generated using participatory approaches in focus groups and individual interviews. The research highlights the home and vicinity, as a physical, social and cultural space, significant to these young women’s physical activity involvement. However, the home also emerges as an important site in the reproduction of gendered power relations. These young women recount the ways in which expectations on them to undertake traditional gender roles within the home can leave them with less time and energy to be physically active. Despite this, the young women suggest that positions other than ‘wife’ and ‘mother’ are envisaged for their future, not least in the ways in which they prioritise their education and schooling. The young women emerge as active agents who navigate diverse expectations and priorities to be physically active on their terms