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Juggling with gender. How gender promotes and prevents the learning of a specific movement activity among secondary school students
Gender and Education ( IF 1.866 ) Pub Date : 2020-07-12 , DOI: 10.1080/09540253.2020.1792846
Håkan Larsson 1 , Gunn Nyberg 2 , Dean Barker 3
Affiliation  

ABSTRACT

Research on motor learning frequently reports gender differences. However, there seems to be limited tools in the research with which to make use of these insights in educationally relevant ways. Movement learning and gender are intensely researched in movement education research, but the issues rarely intersect in the literature. The purpose of this article is to shed light on how movement learning and gender norms intersect when students learn to juggle. A pedagogical intervention in two secondary school classes (15–16 year olds) was explored ethnographically. Two composite narratives illustrate how gender norms affected the juggling practise to a different extent in the two classes, indicating that these norms are highly contextual. Learning to juggle seems to include aspects of both ‘doing boy’ and ‘doing girl’, i.e. regarding respectively controlling objects in space and persistent practising. The findings indicate some ways in which teachers can help students transcend traditional gender norms.



中文翻译:

玩弄性别。性别如何促进和阻止中学生学习特定运动活动

摘要

关于运动学习的研究经常报告性别差异。然而,研究中似乎有有限的工具可以以教育相关的方式利用这些见解。运动教育研究对运动学习和性别进行了深入研究,但这些问题在文献中很少交叉。本文的目的是阐明当学生学习杂耍时,运动学习和性别规范如何相交。对两个中学班级(15-16 岁)的教学干预进行了人种学研究。两个复合叙事说明了性别规范如何在两个班级中不同程度地影响杂耍练习,表明这些规范具有高度的背景。学习杂耍似乎包括“做男孩”和“做女孩”的两个方面,即 关于分别控制空间中的物体和持续练习。调查结果表明,教师可以通过一些方式帮助学生超越传统的性别规范。

更新日期:2020-07-12
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