| 1. |
- Bourdieu, Pierre, et al.
(författare)
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Leve idrottspedagogiken : En vänbok tillägnad Lars-Magnus Engström
- 2005
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främste företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagane och om de olika lärprocesser som sker i anslutning till idrottsutövning.Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtion år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Redaktörer för boken är Karin Redelius och Håkan Larsson.
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| 2. |
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| 3. |
- Fagrell, Birgitta, 1945-, et al.
(författare)
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The game within the game: Girls' underperforming position in Physical Education
- 2012
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Ingår i: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 24:1, s. 101-118
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 4. |
- Fagrell, Tobias G, et al.
(författare)
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Chemical, mechanical and morphological properties of hypomineralized enamel of permanent first molars.
- 2010
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Ingår i: Acta odontologica Scandinavica. - : Informa UK Limited. - 1502-3850 .- 0001-6357. ; 68:4, s. 215-22
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Tidskriftsartikel (refereegranskat)abstract
- The microstructure of hypomineralized enamel in permanent teeth has been described in several studies as less distinct prism sheaths and disorganized enamel with lack of organization of the enamel crystals. The mechanical properties, hardness and modulus of elasticity of the hypomineralized enamel have lower values compared with normal. The aim of this study was to examine normal and hypomineralized enamel using scanning electron microscopy (SEM), hardness measurements and X-ray microanalysis (XRMA).
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| 5. |
- Larsson, Håkan, 1967-, et al.
(författare)
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Challenging Gender in Physical Education : A queer lens on PE teaching
- 2011
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Ingår i: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning. - Lund : Svensk förening för beteendevetenskaplig idrottsforskning. - 0284-4672. ; , s. 27-48
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 6. |
- Larsson, Håkan, et al.
(författare)
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Föreställningar om kroppen : kropp och kroppslighet i pedagogisk praktik och teori
- 2010. - 1. uppl.
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 7. |
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| 8. |
- Larsson, Håkan, et al.
(författare)
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"Jag känner inte för att bli en ... kille" : Om heteronormativitet i ämnet idrott och hälsa
- 2007
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Ingår i: Utbildning & Demokrati. - 1102-6472. ; :2, s. 113-138
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns gender, sexuality and heteronormativity in physical education (PE). The aim is to elucidate girls’ and boys’ conditions in relation to the heteronormative culture of the subject. 24 pupils in grade 8 and 9 were interviewed about their view on PE and on girls and boys in the subject. A discourse analysis of the interviews was conducted, aiming at pinpointing the discursive rules as to how girls and boys can act ‘normal’ in PE teaching. The analysis show how different kinds of activities, notably dance and ball games, subjectify girls and boys in different ways. In order to act ‘normal’, girls and boys seem to have to conform to a heterosexual matrix. This means that boys might be viewed as queer should they be skilled dancers, and conversely that girls might be viewed as queer should they be skilled ball players. Every attempt to challenge the gender order in PE, must also be an attempt to challenge the heteronormative culture of the subject.
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| 9. |
- Larsson, Håkan, et al.
(författare)
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Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse : På pojkarnas planhalva
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 10. |
- Larsson, Håkan, et al.
(författare)
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Kooperativa lärprocesser kring genus i idrott och hälsa
- 2006
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Ingår i: SVEBI:s årsbok 2006. - 0284-4672. ; , s. 173-190
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 11. |
- Larsson, Håkan, et al.
(författare)
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Kön-Idrott-Skola
- 2005
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Ingår i: idrottsforum.org. - 1652-7224.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 12. |
- Larsson, Håkan, 1967-, et al.
(författare)
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Moving (in) the heterosexual matrix. : On heteronormativity in secondary school physical education
- 2011
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 16:1, s. 67-81
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 13. |
- Larsson, Håkan, et al.
(författare)
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Queering physical education : Between benevolence towards girls and a tribute to masculinity
- 2009
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Ingår i: Physical Education and Sport Pedagogy. - 1740-8989. ; 14:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research on PE indicates that the subject is marked by rather stable gendered patterns of behaviour and perceptions of the subject. This paper marks an attempt to outline a theoretical approach that makes it possible to interpret what is going on in the gym in a way that might challenge the reproduction of gender.Purpose: to scrutinise the heteronormative character of the discourses and practices that, from the point of view of PE teaching, constitute gendered positions and subjectivities in PE and make them susceptible to change.Participants, Setting and Research Design: Four schools in Stockholm, Sweden, each with different social-economic and ethnic composition, were selected for the study. In each school, six lessons in physical education were observed, and the five teachers of each class were interviewed. The observed lessons comprised different kinds of physical activities, ranging from dance to fitness training, and from cross-country running to ball games, allowing different ways of gender and body constructions to appear.Data Collection: The observations focused on a) what physical activities and methods are selected, and b) what the teachers say to the pupils during the lessons (information, instructions, replies on questions etc.). The interviews revolved around a) the teachers themselves and their work; b) what the teachers see as the aim with the subject; c) the teachers’ view on gender and d) the teachers’ view on issues concerning the body and physical activity.Data Analysis: First, a content analysis was carried out, focusing on the teachers’ reflections on action (interviews), and on the teachers’ work in action (observations). Based on this analysis, a discourse analysis was conducted, attempting to reconstruct the discourses that constituted on the one hand the teachers view on the subject, and on girls and boys in the subject, and on the other the observed lessons and the way gender was performed in the gym. The discourse analysis took insights from feminist post-structuralism and queer theory as its starting point.Findings: The observed teaching was underpinned by essentialist and functionalist assumptions, exposed through a pragmatic approach to teaching. The teachers were aware of the dominance of (some of the) boys in the gym, but this dominance seemed to be regarded as something normal or natural, and something to be managed logistically rather than challenged. It seemed equally important for the PE teachers to manage the pupils in such a way that physical activity for the majority was promoted. In doing so, they leaned on traditional ideas about gender in relation to sport and physical activity, and avoided challenging gender stereotypes. These strategies, which we label benevolence towards girls and a tribute to masculinity, are successful insofar as the pupils adhere to the same traditional ideas and do not resist gender stereotypes that are called upon by the teachers.Conclusions: The strategies of benevolence towards girls and making a tribute to masculinity among boys is, as we see it, different ways of reproducing ideas about the sexes as naturally different and attracted to each other. Based on our studies, it seems as if it is the queer pupils, however not necessarily the non-heterosexual pupils, that are positioned ‘at the margins’ in the gym. Any real attempt to challenge gender stereotypes in PE would then also be an attempt to challenge heteronormativity in the gym
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| 14. |
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| 15. |
- Liljekvist, Åsa, 1973-
(författare)
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Rum för rörelse : Om kroppens bildning och utbildning i skolans gymnastiksalar
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with questions about the built environment in relation to the education of the body. The purpose of the thesis is to illustrate and discuss prerequisites for physical literacy and education in school gymnasiums.The aim of the study was to examine how discourses about body and body movement are related to questions about knowledge and education within physical education in school (PE). Using discourse analysis I explore how discursive practices such as rooms and talk produce, reproduce and change discourses about body, movement and knowledge. The discursive practices that I have focused on are the designing of rooms for physical education as well as PE teachers’ ways of expressing themselves regarding these kinds of rooms. The empirical material that has been analyzed consists of rooms used for physical education, interviews with PE teachers and text material from a journal for PE teachers.The results of the analysis suggest that some discourses can be described as strong and/or dominant and some as weaker. One example is the dominant discourse about body movement as competition and performance. Another example is the strong, although not dominant discourse about body movement as practice within which the body is (re)produced as a learning body. A third one is the weak discourse about movement as experiencing one’s body.One of the conclusions of the study is that a more open design of rooms for physical education would enhance the possibilities for the practice discourse and the experience discourse to grow stronger, which would be desirable considering the emphasis on learning and positive experiences of body movement in the syllabus for PE. Another conclusion is that if the practice discourse would be more clearly materialized in the gymnasiums, it could mean that other discursive practices too such as teachers’ and pupils’ speech acts and body acts within PE could change more easily.
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| 16. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Gör läraren skillnad
- 2011
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Ingår i: Idrott & hälsa : organ för Svenska idrottslärarföreningen. - 1653-1124. ; :4, s. 16-19
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 17. |
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Redelius, Karin, et al.
(författare)
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Symbolic capital in physical education and health : to be, to do or to know? That is the gendered question
- 2009
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 14:2, s. 245-260
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Tidskriftsartikel (refereegranskat)abstract
- The way teachers' in Sweden reason about assessment and grading in physical education and health is in focus in this article. The central question is to investigate what teachers' believe are the goals of the subject, important knowledge in the subject and criteria for assessment in physical education (PE) health. With this study we take up a theme, particularly developed by Evans (2004), that examines what abilities are recognised in and through the practice of PE. By using a cultural-sociological approach, inspired by Bourdieu, in the analysis, we want to discuss what abilities are assigned value and recognised as valuable in PE and health; in other words, to analyse the symbolic capital of the subject. The aim of the article is to illuminate the symbolic capital, as it appears when teachers talk about grading criteria, and to discuss the way it contributes to the construction of gender. The aim is also to discuss the learning consequences in teachers' ways of assessing pupils, both what pupils might learn about the subject matter and what girls and boys might learn about themselves as able or not.
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