BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 28 Sayı: 28-1, 79 - 91, 01.06.2013

Nefise Bulgu

Öz

An attempt was made to understand how masculinity is learned by members of the soccer community of practice by situated learning approach and thus the transforming of soccer into a masculine field in this study. The conceptual framework of the study is based on both Lave and Wenger’s conceptualization of community of practice and Connell’s conceptualization of hegemonic masculinity. The findings of the study indicate that “winning” and “violence for winning” are the shared repertoire of members of the soccer community of practice and there is a mutual engagement in those concepts among members. In conclusion, in this study, it was observed that masculinity is reproduced by learning and undertaking violence practices in the soccer community of practice and this contributes to the recognition of soccer as a male profession.

Anahtar Kelimeler

Situated learning communities of practice soccer masculinity violence

Kaynakça

  • Akcan, F. (2004). Sporcularda toplumsal hareketlilik. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara. (Social Mobility in Athlethes) Unpublished master thesis Hacettepe University Health Science Institions- Ankara.
  • Attencio, M., & Koca, C. (2011). Analysis of masculine identity construction in physical education context: communities of masculine practice perspective. Gender and Education, 23(1), 59-72.
  • Bramham, P. (2003). Boys, masculinities and PE. Sport, Education and Society, 8(1), 57–71, Bourdieu, P. (2002). Distinction: A social critique of the judgment of taste. London: Routledge & Kegan Paul.
  • Bulgu, N. (1999). Amatör futbolcularda toplumsal cinsiyet. Sosyoloji Araştırmaları Dergisi, 2(1-2), 75-101. (Gender in the Amateor Football Players) Journal of Sociology Research, 2 (1-2), 75-101.
  • Bulgu, N. (2005). Sporda Şiddet ve Alt-Kültür. Spor Bilimleri Dergisi, 4, 229-250 (Violence and Sub-Culture in Sport) Journal of Sports Science, 4, 229-250.
  • Burgess, I, Edwards, A., & Skinner, J. (2003). Football culture in an australian school setting: The construction of masculine identity. Sport, Education and Society, 8(2), 199–212.
  • Caudwell, J. (2003) Sporting gender: Women’s footballing bodies as sites/sights for the (Re) articulation of sex, gender, and desire. Sociology of Sport Journal, 20, 371-386.
  • Caudwell, J. (2007) Queering the field? The complexities of sexuality within a lesbian-identified football team in England Gender, Place and Culture, 14(2), 183–196.
  • Connell, R. W. (1995). Masculinities. Berkeley: Polity Press.
  • Connell, R. W. (2002). On hegemonic masculinity and violence: Response to Jefferson and Hall. Theoretical Criminology, Vol. 6(1): 89–99.
  • Cunningham, C. B., Sagas. M., & Ashley, F. B. (2001). Occupational commitment and intent to leave the coaching profession. International Review the Sociology of Sport, 36(2), 131-148.
  • Cushion, C., & R. L. Jones (2006). Power, discourse, and symbolic violence in professional youth soccer: The case of Albion Football Club. Sociology of Sport Journal, 23, 142-161, DeKesederey, W. S., & Martin, S. D. (2005). Masculinities and interpersonal violence. Ed. M. S. Kimmel, J. Hearn, R. W. Connell, Handbook of Studies on Men & Masculinities, pp.353-366. Sage Publications, London.
  • Fitzclarence, L., & Hickey, C. (2001). Real footballers don’t eat quiche: Old narratives in New Times. Men and Masculinities, 4, 118-139.
  • Guivernau, M., Duda, J. L. (2002). Moral atmosphere and athletic aggressive tendencies in young soccer players. Journal of Moral Education, 31(1), .67-84.
  • Hearn, J. (1998). The violence of men: How men talk about and how agencies respond to men’s violence to women. USA: Sage Pub.
  • Hickey, C., & Fitzclarence, L. (1999). Educating boys in sport and physical education: Using narrative methods to develop pedagogies of responsibility. Sport, Education and Society, 4, 51–62.
  • Kadının Statüsü Genel Müdürlüğü (2009). Türkiye’de kadına yönelik aile içi şiddet araştırması. Özet rapor. [The research on in-family violence on women in Turkey. Abstract raport]. Elma Teknik Basım, Ankara.
  • Karlsson-Salminen, M. (2006). Situating gender in situated learning. Scandinavian Journal of Management, 22, 31-48.
  • Krueger, R. A. (1988). Focus groups: A practical guide for applied research. Newbury Park, CA: Sage.
  • Kule, H. ve Es, M. (2010) Türkiye’de kentsel yoksulluk: Kocaeli örneği, [Available online at: iudergi.com/tr/index.php/sosyalsiyaset/article/viewFile/247/240], retrieved on 14.07.2011.
  • Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge: University of Cambridge Press.
  • Light, R., & Nash, M. (2006). Learning and identity in overlapping communities of practice: Surf club, school and sports clubs. The Australian Educational Researcher, 33(1), 75-93
  • Lusher, D., & Robins, G. (2009). Hegemonic and other masculinities in local social contexts. Men and Masculinities, 11(4), 387-4
  • Mean, L. (2001). Identity and discursive practice: Doing gender on the football pitch, Discourse & Society, 12, 789-815.
  • Messner, M. A. (1990). When bodies are weapons: Masculinity and violence in sport. International Review for the Sociology of Sport, 25(3), 202-217.
  • Messner, M. A. (2002). Taking the field: Women, men and sports, USA: University of Minnesota Pres.
  • Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage. Parker, A. (2001). Soccer, servitude and sub-cultural identity: Football traineeship and masculine construction, Soccer and Society, 2(1), 59-80.
  • Parker, A. (2006). Lifelong learning to labour: Apprenticeship, masculinity and communities of practice. British Educational Research Journal, 32(5), 687-701.
  • Paechter, C.F. (2003a). Power/knowledge, gender and curriculum change. Journal of Educational Change, 4(2), 129-148.
  • Paechter, C. (2003b). Masculinities and femininities as communities of practice. Women’s Studies International Forum, 26, 69–7
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc.
  • Renold, E. (1997). All They've got on their brains is football. Sport, masculinity and the gendered practices of playground relations. Sport, Education and Society, 2(1), 5-23.
  • Sancar, S. (2009). Erkeklik: İmkansız iktidar. Ailede, piyasada ve sokakta erkekler. İstanbul: Metis Yayınları.
  • Skelton, C. (2000). A Passion for Football’: Dominant Masculinities and Primary Schooling, Sport, Education and Society, 5(1), 5–18.
  • Smith, J. (2007). Ye’ve got to ‘ave balls to play this game sir! Boys, peers and fears: the negative influence of school-based ‘cultural accomplices’ in constructing hegemonic masculinities. Gender and Education , 19(2), 179–198.
  • Swain, J. (2000). The money’s good, the fame’s good, the girls are good: The role of playground football in the construction of young boys’ masculinity in a junior school. British Journal of Sociology of Education, 21(1), 95-109.
  • Swain, J. (2004). The resources and strategies that 10–11-year-old boys use to construct masculinities in the school setting, British Educational Research Journal, 30(1), 167-185.
  • Swain, J. (2006). The role of sport in the construction of masculinities in an English independent junior school. Sport, Education and Society, 11(4), .317-335.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
  • Tenenbaum, G., Stewart, E., Singer, R. N., & Duda, J. (1997). Aggression and violence in sport: An ISSP position stand. The Journal of Sports Medicine and Physical Fitness, 37(2), 146-150.
  • Terry, Peter C. Jackson, John J. (1985). The determinants and control of violence in sport. QUEST, 37, 27-37.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. (Qualitative research methods in social sciences) Ankara: Tıpkı Basım, Seçkin yayınları.
  • Young, K. (1993). Violence, risk, and liability in male sports culture. Sociology of Sport Journal, 10, 373-396.

Masculinity in Soccer As a Community of Practice by Situated Learning Approach

Yıl 2013, Cilt: 28 Sayı: 28-1, 79 - 91, 01.06.2013

Nefise Bulgu

Öz

Çalışmada, erkeklik pratik topluluğu olarak ele alınan futbolda erkekliğin nasıl öğrenildiği durumsal öğrenme yaklaşımı ile ele alınmıştır. Bu çalışmanın kuramsal yapısında Lave ve Wenger’in durumsal öğrenme yaklaşımının pratik topluluğu ve Connell’ın hegemonik erkeklik kavramları temel alınmıştır. Çalışma bulguları; kazanmak ve kazanmak için şiddetin futbol pratik topluluğu üyelerinin paylaştığı ortak bir repertuar bulunması, şiddet ve kazanma konusunda, üyeler arasında karşılıklı sözleşmenin olduğunu göstermektedir. Sonuçta, çalışmada, futbol pratik topluluklarında, şiddet pratiklerinin öğrenilmesi ve uygulanması ile erkeklik yeniden üretilirken, aynı zamanda futbol pratik topluluğunun bir erkek mesleği olarak tanımlanmasına da katkıda bulunduğu gözlenmiştir.

Anahtar Kelimeler

Durumsal öğrenme pratik toplulukları futbol erkeklik şiddet

Kaynakça

  • Akcan, F. (2004). Sporcularda toplumsal hareketlilik. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara. (Social Mobility in Athlethes) Unpublished master thesis Hacettepe University Health Science Institions- Ankara.
  • Attencio, M., & Koca, C. (2011). Analysis of masculine identity construction in physical education context: communities of masculine practice perspective. Gender and Education, 23(1), 59-72.
  • Bramham, P. (2003). Boys, masculinities and PE. Sport, Education and Society, 8(1), 57–71, Bourdieu, P. (2002). Distinction: A social critique of the judgment of taste. London: Routledge & Kegan Paul.
  • Bulgu, N. (1999). Amatör futbolcularda toplumsal cinsiyet. Sosyoloji Araştırmaları Dergisi, 2(1-2), 75-101. (Gender in the Amateor Football Players) Journal of Sociology Research, 2 (1-2), 75-101.
  • Bulgu, N. (2005). Sporda Şiddet ve Alt-Kültür. Spor Bilimleri Dergisi, 4, 229-250 (Violence and Sub-Culture in Sport) Journal of Sports Science, 4, 229-250.
  • Burgess, I, Edwards, A., & Skinner, J. (2003). Football culture in an australian school setting: The construction of masculine identity. Sport, Education and Society, 8(2), 199–212.
  • Caudwell, J. (2003) Sporting gender: Women’s footballing bodies as sites/sights for the (Re) articulation of sex, gender, and desire. Sociology of Sport Journal, 20, 371-386.
  • Caudwell, J. (2007) Queering the field? The complexities of sexuality within a lesbian-identified football team in England Gender, Place and Culture, 14(2), 183–196.
  • Connell, R. W. (1995). Masculinities. Berkeley: Polity Press.
  • Connell, R. W. (2002). On hegemonic masculinity and violence: Response to Jefferson and Hall. Theoretical Criminology, Vol. 6(1): 89–99.
  • Cunningham, C. B., Sagas. M., & Ashley, F. B. (2001). Occupational commitment and intent to leave the coaching profession. International Review the Sociology of Sport, 36(2), 131-148.
  • Cushion, C., & R. L. Jones (2006). Power, discourse, and symbolic violence in professional youth soccer: The case of Albion Football Club. Sociology of Sport Journal, 23, 142-161, DeKesederey, W. S., & Martin, S. D. (2005). Masculinities and interpersonal violence. Ed. M. S. Kimmel, J. Hearn, R. W. Connell, Handbook of Studies on Men & Masculinities, pp.353-366. Sage Publications, London.
  • Fitzclarence, L., & Hickey, C. (2001). Real footballers don’t eat quiche: Old narratives in New Times. Men and Masculinities, 4, 118-139.
  • Guivernau, M., Duda, J. L. (2002). Moral atmosphere and athletic aggressive tendencies in young soccer players. Journal of Moral Education, 31(1), .67-84.
  • Hearn, J. (1998). The violence of men: How men talk about and how agencies respond to men’s violence to women. USA: Sage Pub.
  • Hickey, C., & Fitzclarence, L. (1999). Educating boys in sport and physical education: Using narrative methods to develop pedagogies of responsibility. Sport, Education and Society, 4, 51–62.
  • Kadının Statüsü Genel Müdürlüğü (2009). Türkiye’de kadına yönelik aile içi şiddet araştırması. Özet rapor. [The research on in-family violence on women in Turkey. Abstract raport]. Elma Teknik Basım, Ankara.
  • Karlsson-Salminen, M. (2006). Situating gender in situated learning. Scandinavian Journal of Management, 22, 31-48.
  • Krueger, R. A. (1988). Focus groups: A practical guide for applied research. Newbury Park, CA: Sage.
  • Kule, H. ve Es, M. (2010) Türkiye’de kentsel yoksulluk: Kocaeli örneği, [Available online at: iudergi.com/tr/index.php/sosyalsiyaset/article/viewFile/247/240], retrieved on 14.07.2011.
  • Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge: University of Cambridge Press.
  • Light, R., & Nash, M. (2006). Learning and identity in overlapping communities of practice: Surf club, school and sports clubs. The Australian Educational Researcher, 33(1), 75-93
  • Lusher, D., & Robins, G. (2009). Hegemonic and other masculinities in local social contexts. Men and Masculinities, 11(4), 387-4
  • Mean, L. (2001). Identity and discursive practice: Doing gender on the football pitch, Discourse & Society, 12, 789-815.
  • Messner, M. A. (1990). When bodies are weapons: Masculinity and violence in sport. International Review for the Sociology of Sport, 25(3), 202-217.
  • Messner, M. A. (2002). Taking the field: Women, men and sports, USA: University of Minnesota Pres.
  • Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage. Parker, A. (2001). Soccer, servitude and sub-cultural identity: Football traineeship and masculine construction, Soccer and Society, 2(1), 59-80.
  • Parker, A. (2006). Lifelong learning to labour: Apprenticeship, masculinity and communities of practice. British Educational Research Journal, 32(5), 687-701.
  • Paechter, C.F. (2003a). Power/knowledge, gender and curriculum change. Journal of Educational Change, 4(2), 129-148.
  • Paechter, C. (2003b). Masculinities and femininities as communities of practice. Women’s Studies International Forum, 26, 69–7
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc.
  • Renold, E. (1997). All They've got on their brains is football. Sport, masculinity and the gendered practices of playground relations. Sport, Education and Society, 2(1), 5-23.
  • Sancar, S. (2009). Erkeklik: İmkansız iktidar. Ailede, piyasada ve sokakta erkekler. İstanbul: Metis Yayınları.
  • Skelton, C. (2000). A Passion for Football’: Dominant Masculinities and Primary Schooling, Sport, Education and Society, 5(1), 5–18.
  • Smith, J. (2007). Ye’ve got to ‘ave balls to play this game sir! Boys, peers and fears: the negative influence of school-based ‘cultural accomplices’ in constructing hegemonic masculinities. Gender and Education , 19(2), 179–198.
  • Swain, J. (2000). The money’s good, the fame’s good, the girls are good: The role of playground football in the construction of young boys’ masculinity in a junior school. British Journal of Sociology of Education, 21(1), 95-109.
  • Swain, J. (2004). The resources and strategies that 10–11-year-old boys use to construct masculinities in the school setting, British Educational Research Journal, 30(1), 167-185.
  • Swain, J. (2006). The role of sport in the construction of masculinities in an English independent junior school. Sport, Education and Society, 11(4), .317-335.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
  • Tenenbaum, G., Stewart, E., Singer, R. N., & Duda, J. (1997). Aggression and violence in sport: An ISSP position stand. The Journal of Sports Medicine and Physical Fitness, 37(2), 146-150.
  • Terry, Peter C. Jackson, John J. (1985). The determinants and control of violence in sport. QUEST, 37, 27-37.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. (Qualitative research methods in social sciences) Ankara: Tıpkı Basım, Seçkin yayınları.
  • Young, K. (1993). Violence, risk, and liability in male sports culture. Sociology of Sport Journal, 10, 373-396.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nefise Bulgu Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 28 Sayı: 28-1

Kaynak Göster

APA Bulgu, N. (2013). Masculinity in Soccer As a Community of Practice by Situated Learning Approach. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-1), 79-91.