ERIC Number: EJ1368326
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-8989
EISSN: EISSN-1742-5786
Feminists against Fad, Fizz Ed: A Poetic Commentary Exploring the Notion of Joe Wicks "as" Physical Education
Physical Education and Sport Pedagogy, v27 n6 p559-577 2022
Introduction: Even though advocacy for poststructural feminist lenses to change/challenge physical education (PE) has grown over the years, there is an evident gap in qualitative research using poetic forms of representation in PE. Purpose: The purpose of this study was to use a poststructural feminist framework to challenge a particular kind of hegemonic reproduction of PE, particularly to explore the notion of 'Joe Wicks "as" PE'. Participants and settings: Collaborative autoethnography framed this study and participants included three queer leaning female-identified early/mid-career PE teacher educators. Data collection/analysis: Over the course of eight weeks, we collected and generated a variety of texts individually and collectively. To capture our reactions, we decided to collect data around two 'prompts', namely the recorded podcast titled 'Is Joe Wicks the face of PE?' of an Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) hosted chat, and our participation in a 9 am 'PE with Joe' session. We presented the data gathered in this project poetically. Findings: We divided the findings into two parts corresponding with our responses (collaborative autoethnographies) to the two themes, namely 'We can't fix this/that' (aka 'Banging our heads against a brick wall') and 'Joe Wicks as PE' (aka 'Feminist killjoys'). Implications: We believe that a poetic representation, in addition to nurturing and amplifying the emotional and lyrical data collected, presented an opportunity to contribute to, and extends this kind of representational style in PE. In addition to this, collaborative autoethnography allowed us as a community to advance scholarship and provides a space for collective empowerment.
Descriptors: Feminism, Physical Education, Educational Research, Qualitative Research, Poetry, Autobiographies, Ethnography, Females, Physical Education Teachers, Educational Theories, Inclusion, Figurative Language
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A