Pedagogical Contexts When Gender and Emotions Intersect with the Body: Interviews with Feminist PE Teachers and Associated Professionals

Irati Leon (), Rakel Gamito, María Teresa Vizcarra and Ana Luisa López-Vélez
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Irati Leon: Department of Musical, Visual Arts and Physical Education, Universidad del País Vasco, 48940 Leioa, Spain
Rakel Gamito: Department of Didactics, School Organization, Universidad del País Vasco, 48940 Leioa, Spain
María Teresa Vizcarra: Department of Musical, Visual Arts and Physical Education, Universidad del País Vasco, 48940 Leioa, Spain
Ana Luisa López-Vélez: Department of Didactics, School Organization, Universidad del País Vasco, 48940 Leioa, Spain

IJERPH, 2022, vol. 19, issue 23, 1-15

Abstract: The importance of approaching school physical education from the perspective of body and identity diversity is currently receiving increased recognition generally, and this is perhaps especially true in the Basque Country, Spain. A number of involved professionals are committed to emotional education from a gender perspective with the objective of facilitating emotional awareness through the body. The aim of this research project was to compile the experiences and reflections of relevant professionals in the field of education and, on the basis of this testimony, identify limitations with respect to current engagement in this area. We conducted fourteen in-depth interviews with key informants, and their transcripts were analysed using Nvivo software release 1.4, contrasting the coding two by two. The results provide a snapshot of the current context and highlight some of the existing discourses and challenges in the education system around this topic. We conclude that physical activity is a key area in which to work on emotional education and reinforce a gender perspective.

Keywords: emotional well-being; diversity; emotional education; physical education; vocational training; gender perspective (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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