Browsing by Author "Virtakoski, Laura"

Tiivistelmä - Referat - Abstract Objectives. Previous research has shown that considerable challenges can be found regarding gender within physical education in schools. These challenges can be especially problematic for people who struggle with strong gender incongruence. The mission of this thesis is to describe, analyse and interpret gender dysphoria experiences during physical education in school. The goal of this thesis was to increase awareness and discussion regarding gender diversity and gender dysphoria within the educational field. In addition, this thesis endeavoured to shine light on the experiences of those dealing with gender dysphoria in physical education. The goal was that PE -teachers could learn to acknowledge this group of students to further allow for better equality and gender awareness within physical education. Methods. The research material was provided by interviewing five individuals aged 18-49 who had experienced gender dysphoria during primary and middle school. The research material was gathered during the Fall of 2019 using the semi-structured thematic interview method. The gathered interview material was analysed with an interpreted phenomenological analyse method. Results and conclusion. The results showed that those interviewed had various participation roles with their physical education experiences. Part of those interviewed actively participated during PE -class, whilst others tried their best to stay unnoticed. In addition, those interviewed felt the heightened emphasis of the body problematic, due to the exposure of one’s figure. Experiences during physical education were strongly tied to others participating during class, who were one’s peers and the PE -teacher. Peers could possibly have a positive or negative affect on one’s experiences during PE -class. The research results also showed that the majority of those interviewed suffered from either verbal or physical abuse and/or discrimination during physical education lessons. The results also showed that locker rooms and differentiating teaching practices were central themes when those interviewed reflected on practices that emphasized binary gender roles. Those interviewed experienced locker rooms to be problematic due to feelings of not belonging, revealing one’s body and teasing. Segregated PE -classes proved to be problematic among those interviewed due to the emphasize on binary gender roles, which could be seen in what sports were chosen for physical education, what pedagogical choices were made and what material was used.