TY - JOUR
T1 - Moving and belonging
T2 - dance, sport and sexuality
AU - Gard, Michael
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Sex Education: sexuality, society and learning. ISSNs: 1468-1811;
PY - 2003
Y1 - 2003
N2 - In this paper I explore the notion of gendered 'investments' in particular forms of physical activity; what is at stake when people choose one way of using their body rather than others? First, I present data from a life history interview with, Ralph, an Australian professional male dancer. In this interview, Ralph talks about the way he has experienced dance throughout his life and how his investments in being a particular kind of male (straight identifying, 'cool') have shaped these experiences. That is, rather than experience being a shaper of identity, I suggest the reverse. Second, I relate the contextually specific nature and constructedness of these investments to physical edu cation. Why does physical education take the form it does and why, given its often-stated goal to expand the movement repertoires of children, is it so closely identified with sport? I conclude by critiquing the view of mainstream physical educators which sees sport as a 'natural' pleasure, as an expression of 'normal' child development and as the 'common sense' subject matter for physical education. I argue that these appeals to the 'natural' obscure physical education's location within heteronormative regimes of bodily practice. Instead, sport and dance can justifiably be seen as politically 'erotic'. In short, I argue that physical education is one site amongst many others in which the bodily and sexual conformity of citizens is pursued.
AB - In this paper I explore the notion of gendered 'investments' in particular forms of physical activity; what is at stake when people choose one way of using their body rather than others? First, I present data from a life history interview with, Ralph, an Australian professional male dancer. In this interview, Ralph talks about the way he has experienced dance throughout his life and how his investments in being a particular kind of male (straight identifying, 'cool') have shaped these experiences. That is, rather than experience being a shaper of identity, I suggest the reverse. Second, I relate the contextually specific nature and constructedness of these investments to physical edu cation. Why does physical education take the form it does and why, given its often-stated goal to expand the movement repertoires of children, is it so closely identified with sport? I conclude by critiquing the view of mainstream physical educators which sees sport as a 'natural' pleasure, as an expression of 'normal' child development and as the 'common sense' subject matter for physical education. I argue that these appeals to the 'natural' obscure physical education's location within heteronormative regimes of bodily practice. Instead, sport and dance can justifiably be seen as politically 'erotic'. In short, I argue that physical education is one site amongst many others in which the bodily and sexual conformity of citizens is pursued.
U2 - 10.1080/14681810309037
DO - 10.1080/14681810309037
M3 - Article
VL - 3
SP - 105
EP - 118
JO - Sex Education
JF - Sex Education
SN - 1468-1811
IS - 2
ER -