Teaching physical education in an unregulated co-educational context: An exploratory study in Switzerland (Geneva)
Cattani, Manon
Teaching physical education in an unregulated co-educational context: An exploratory study in Switzerland (Geneva) - 2019.
84
Made compulsory rather late, in 1972, physical education (PE) for girls in the Swiss school system is now an unquestioned reality across the whole of the country and throughout the time pupils are in compulsory education. However, school systems have never made any true reflection on the conditions of the inclusion of girls in this specific area of education. In this study, we offer an analysis of the given situation, attempting to understand the logics of female employment in PE teaching and the changes within a discipline, ones of whose distinctive features is that it conveys very powerful and still highly effective gender representations. To do this, we carried out a series of interviews with female teachers of different generations, starting in the 1970s, to map out the potential changes in the recruitment of female PE teachers in the Swiss canton of Geneva. Situated at the intersection of a history of PE and the sociology of a unique profession, our conclusions highlight the persistence of certain “gendered” representations, the slow transformation of a professional field, and the issues inherent to the preservation of the non-regulated status of co-education in PE and in the broader educational context.
Teaching physical education in an unregulated co-educational context: An exploratory study in Switzerland (Geneva) - 2019.
84
Made compulsory rather late, in 1972, physical education (PE) for girls in the Swiss school system is now an unquestioned reality across the whole of the country and throughout the time pupils are in compulsory education. However, school systems have never made any true reflection on the conditions of the inclusion of girls in this specific area of education. In this study, we offer an analysis of the given situation, attempting to understand the logics of female employment in PE teaching and the changes within a discipline, ones of whose distinctive features is that it conveys very powerful and still highly effective gender representations. To do this, we carried out a series of interviews with female teachers of different generations, starting in the 1970s, to map out the potential changes in the recruitment of female PE teachers in the Swiss canton of Geneva. Situated at the intersection of a history of PE and the sociology of a unique profession, our conclusions highlight the persistence of certain “gendered” representations, the slow transformation of a professional field, and the issues inherent to the preservation of the non-regulated status of co-education in PE and in the broader educational context.
Réseaux sociaux