ABSTRACT

Background and purpose: In school physical education (PE) lessons, gender is often produced heteronormatively. Lesbian, gay, bi, transgender, intersexual, and queer (LGBTIQ+) students have reported experiences of discrimination and obstacles to participation. This study analyzed Finnish PE teachers and LGBTIQ+ students’ talk about discrimination and problematic practices in PE and how equality in PE might be improved.

Theoretical background: We draw on the concepts of heteronormativity and habitus. Habitus provides insight on how gendered norms and inequalities become embodied and contested in different social fields. In the PE context, we define social on the one hand as the heteronormative ‘feel for the game’ and on the other as the queering of practices. We then demonstrate both the habitual elements of gender and sexuality and how expectations and categorizations are socially attached to bodies.

Methods: Thematic interviews were conducted with ten heterosexual and cisgender PE teachers and with ten LGBTIQ+ students aged 13–17. First, thematic analysis was conducted to identify each group’s perceptions on discrimination in PE lessons, on PE practices in relation to LGBTQI+ students, and on ways of promoting equality in PE. Second, applying the concepts of heteronormativity and habitus, we studied the identified themes to ascertain whether discrimination, practices, and equality were reproduced or challenged in the PE teachers’ and LGBTQI+ students’ perceptions.

Findings: The PE teachers’ perceptions, informed by the ethos of individuality, reduced LGBTQI+ students to ‘minorities’ whose practices diverged from the heteronorm. Hence, the non-heterosexuality and gender diversity of LGBTQI+ were constructed predominantly as ‘tolerated’ and even invisible in PE lessons. However, some teachers reported paying attention to diversity in gender and sexuality in their thinking, speaking, and practices, thereby challenging heteronormativity. While the teachers aimed to protect LGBTQI+ students from discrimination, the majority also defended existing practices. Queering the status quo was considered challenging. In turn, the LGBTQI+ students focused more on lived power relations and structural discrimination and challenged existing practices by queering the status quo. For them, the best ways to promote equality in PE would be teacher familiarity with diversity in gender and sexuality, reduced gender stereotyping and the use of more inclusive language. The students also supported coeducational PE groups and unisex locker rooms or changing facilities for LGBTQI+ students.

Conclusions: PE teachers’ tendency to defend heteronormative practices creates a paradox of ‘tolerance’ which works to marginalize non-heterosexuality. The interviews with both groups indicate challenges in implementing the objectives of gender-awareness in school PE in Finland.

摘要

背景与目的：在学校体育课（PE）中，性别通常是异性恋产生的。女同性恋、男同性恋、双性恋、跨性别、双性恋和酷儿 (LGBTIQ+) 学生报告了歧视和参与障碍的经历。本研究分析了芬兰体育教师和 LGBTIQ+ 学生关于体育中的歧视和有问题的做法以及如何改善体育中的平等的谈话。

理论背景：我们借鉴了异性恋和惯习的概念。Habitus 提供了关于性别规范和不平等如何在不同社会领域体现和竞争的见解。在体育背景下，我们一方面将社交定义为异性恋的“对游戏的感觉”，另一方面定义为实践的酷儿。然后，我们展示了性别和性的习惯性元素，以及期望和分类如何在社会上与身体联系在一起。

方法：对 10 名异性恋和顺性别体育教师以及 10 名 13-17 岁的 LGBTIQ+ 学生进行专题访谈。首先，进行了主题分析，以确定每个群体对体育课中的歧视、与 LGBTQI+ 学生相关的体育实践以及促进体育平等的方式的看法。其次，应用异性恋和惯习的概念，我们研究了确定的主题，以确定歧视、实践和平等是否在体育教师和 LGBTQI+ 学生的观念中被复制或挑战。

发现：体育教师的看法，受个性的影响，将 LGBTQI+ 学生降低为“少数群体”，他们的做法与异性恋模式不同。因此，LGBTQI+ 的非异性恋和性别多样性主要被构建为“被容忍的”，甚至在体育课中是不可见的。然而，一些教师报告在他们的思维、口语和实践中关注性别和性的多样性，从而挑战异性恋。虽然教师旨在保护 LGBTQI+ 学生免受歧视，但大多数人也为现有做法辩护。改变现状被认为具有挑战性。反过来，LGBTQI+ 学生更多地关注现实的权力关系和结构性歧视，并通过对现状提出质疑来挑战现有的做法。对他们来说，促进体育平等的最佳方式是教师熟悉性别和性行为的多样性、减少性别陈规​​定型观念和使用更具包容性的语言。学生们还为 LGBTQI+ 学生支持男女同校的体育团体和男女通用的更衣室或更衣设施。

结论：体育教师捍卫异性恋行为的倾向造成了“容忍”的悖论，这种悖论将非异性恋边缘化。对这两个群体的采访表明，在芬兰学校体育中实施性别意识目标方面存在挑战。