EXPLORING THE STORIES OF EXPERIENCED FEMALE PHYSICAL EDCUATION TEACHERS FROM THE PROSPECTUS OF BOURDIEU’S SOCIOLOGY
University of Wales Institute Cardiff
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The sociological mechanisms that lie within education allows for values and relations to be passed on from one generation to the next (Webb, Schirato, and Danaher, 2002). Previous studies (Brown and Evans, 2004; Rich, 2004) have identified a set of gendered ideologies that exist within Physical Education (PE) through the life stories of male and female Newly Qualified Teacher’s (NQT’s).To build upon previous research this study set out to establish whether the experience of qualified female PE teachers allows them to challenge the gendered habitus of PE from the prospectus of Pierre Bourdieu’s sociology. Through a life story approach, four experienced female PE teachers narrated their experiences in sport and PE from a pupil in secondary school to their current position as a qualified PE teacher. Applying Bourdieu’s sociology allowed their stories to be viewed not in isolation, but as part of wider gendered issues within society. Building upon previous research by Brown and Evans (2004), the participants illustrated that they to were part of an apprenticeship of values and beliefs. In this small sample, it appeared that all the participants still illustrate the products of domination. Their thoughts and perceptions of PE remain structured in accordance with the very structure of domination that is imposed on them and therefore illustrated no desire to challenge the gendered habitus of PE.
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