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IS IT POSSIBLE TO ESTABLISH GENDER EQUALITY IN PHYSICAL EDUCATION CLASSES? A QUALITATIVE PERSPECTIVE ON THE EFFECT OF KORFBALL SPORT

Yıl 2024, Cilt: 22 Sayı: 3, 110 - 129, 30.09.2024
https://doi.org/10.33689/spormetre.1445338

Öz

The aim of this study is to examine how the practice of korfball in physical education classes can contribute to gender equality in physical education and sports. In the study, we preferred qualitative research method in order to see the gender order in the field of physical education and sports and to understand the transformation of gender order by korfball in depth. In this context, we conducted in-depth individual interviews with 8 student-athletes and 2 trainers-coaches who are engaged in korfball sport and used semi-structured individual interview technique for data collection. We analyzed the data through interpretive content analysis and thematic coding. At the end of the analysis, 2 different themes emerged: 1) gendered physical education environment; 2) an egalitarian opportunity in physical education: korfball. As a result of our findings, we argue that the implementation of korfball in the physical education environment will provide positive gains in gender equality, especially for girls and young women. In addition, in the light of the findings, we suggest that korfball, which is a heterosocial field, can provide individuals with characteristics such as egalitarianism, solidarity, teamwork, socialization, and free self-expression.

Kaynakça

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  • Atkinson, M., & Kehler, M. (2012). Boys, bullying and biopedagogies in physical education. Boyhood Studies, 6(2), 166-185. https://doi.org/10.3149/thy.0601.166.
  • Azzarito, L., & Solomon, M. (2009). An investigation of students’ embodied discourses in physical education: A gender project. Journal of Teaching In Physical Education, 28(2), 173-191. https://doi.org/10.1123/jtpe.28.2.173.
  • Azzarito, L., & Solomon, M. A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education & Society, 10(1), 25-47. https://doi.org/10.1080/135733205200028794.
  • Azzarito, L., Solomon, M. A., & Harrison Jr, L. (2006). “... If I Had a Choice, I Would....” A Feminist Poststructuralist Perspective on Girls in Physical Education. Research Quarterly for Exercise and Sport, 77(2), 222-239. https://doi.org/10.1080/02701367.2006.10599356.
  • Barker, D., & Barker-Ruchti, N. (2016). Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture. Sport in Society, 19(5), 711-725. https://doi.org/10.1080/17430437.2015.1073949.
  • Bird, S. R. (1996). Welcome to the men's club: Homosociality and the maintenance of hegemonic masculinity. Gender & Society, 10(2), 120-132. https://doi.org/10.1177/089124396010002002.
  • Bozoglu, O., & Göktürk, S. (2016). What's going on in physical education classes in Turkey? An insight into student attitude towards physical education, curricular issues and school conditions. Journal of Education and Practice, 7(33), 156-165.
  • Brake, D. L. (2012). Wrestling with gender: Constructing masculinity by refusing to wrestle women. Nev. LJ, 13, 486.
  • Butler, J. (2011). Bodies that matter: On the discursive limits of sex. Taylor & Francis.
  • Campbell, D., Gray, S., Kelly, J., & MacIsaac, S. (2018). Inclusive and exclusive masculinities in physical education: A Scottish case study. Sport, Education & Society, 23(3), 216-228. doi.org/10.1080/13573322.2016.1167680.
  • Channon, A., Dashper, K., Fletcher, T., & Lake, R.J. (2016). The promises and pitfalls of sex integration in sport and physical culture, Sport in Society, 19(8-9), 1111-1124. https://doi.org/10.1080/17430437.2016.1116167.
  • Chiva-Bartoll, O., Santos-Pastor, M. L., Martínez-Muñoz, L. F., & Ruiz-Montero, P. J. (2021). Contributions of service-learning to more inclusive and less gender-biased physical education: the views of Spanish physical education teacher education students. Journal of Gender Studies, 30(6), 699-712. https://doi.org/10.1080/09589236.2021.1937079.
  • Clark, S. (2012). Being ‘Good at Sport’: Talent, ability and young women’s sporting participation. Sociology, 46(6), 1178-1193. https://doi.org/10.1177/0038038511435061.
  • Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98(2), 206-235. https://doi.org/10.1177/016146819609800203.
  • Connell, R. W. (2005). Masculinities. 2nd ed. Cambridge: Polity Press.
  • Dashper, K., & Fletcher, T. (2013). Introduction: Diversity, equity and inclusion in sport and management. Sport in Society, 16(10), 1-6. Doi: 10.1080/17430437.2013.821259.
  • Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-88. https://doi.org/10.1177/1558689812437186.
  • Dillabough, J. A. (2003). Gender, education, and society: The limits and possibilities of feminist reproduction theory. Sociology of Education, 76(4), 376-379. https://doi.org/10.2307/1519874.
  • Elmas, S. (2020). Spordaki Yükselme Merdiveni Yanılsamasını Aşmak. Sosyal Değişim İçin Spor içinde (105–117). İstanbul: BoMoVu.
  • Elmas, S. (2022). Hegemonik Erkeklik ve Homososyalite Bağlamında Takım Sporlarında Kabul Sınaması. Yayımlanmış Doktora tezi, Marmara Üniversitesi, Sağlık Bilimleri Enstitüsü, Spor yönetim bilimleri Anabilim Dalı: İstanbul.
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BEDEN EĞİTİMİ DERSLERİNDE TOPLUMSAL CİNSİYET EŞİTLİĞİNİ SAĞLAMAK MÜMKÜN MÜ? KORFBOL SPORUNUN ETKİSİNE DAİR NİTEL BAKIŞ

Yıl 2024, Cilt: 22 Sayı: 3, 110 - 129, 30.09.2024
https://doi.org/10.33689/spormetre.1445338

Öz

Bu araştırmanın amacı, beden eğitimi derslerinde korfbol sporunun uygulanmasının beden eğitimi ve spor alanında toplumsal cinsiyet eşitliğini sağlamak konusunda ne gibi katkıları olabileceğini ele almaktır. Çalışmada bir toplumsal kurum olan beden eğitimi ve spor alanında ortaya çıkan toplumsal cinsiyet düzenini ve düzeni korfbol uygulamaları ile dönüştürmeyi derinlemesine anlayabilmek adına nitel araştırma yöntemini tercih ettik. Bu bağlamda, çalışmada korfbol sporuyla uğraşan 8 öğrenci-sporcu ve 2 eğitmen-antrenör ile derinlemesine bireysel görüşmeler yaptık ve veri toplamada yarı yapılandırılmış bireysel görüşme tekniğini kullandık. Verileri yorumlayıcı içerik analizi yoluyla ve tematik kodlamalar yaparak analiz ettik. Analiz sonunda 2 farklı tema ortaya çıkmıştır: 1) toplumsal cinsiyetlendirilmiş beden eğitimi ortamı; 2) beden eğitiminde eşitlikçi bir imkân: korfbol. Elde ettiğimiz bulgular sonucunda korfbol branşının beden eğitimi ortamında uygulanmasının özellikle kız çocuklarına ve genç kadınlara toplumsal cinsiyet eşitliği konusunda olumlu kazanımlar sağlayacağını söyleyebiliriz. Bununla birlikte, heterososyal bir alan olan korfbol ortamının bireylere eşitlikçilik, dayanışma, takımdaşlık, sosyalleşme, kendini özgürce ifade etme gibi özellikleri kazandırabileceğini de bulgular ışığında öne sürebiliriz.

Etik Beyan

Araştırmaya başlayabilmek ve çalışmayı yapabilmek için söz konusu araştırmanın Ege Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulundan Etik Onayı (27/12/2023-13/03 tarih ve sayılı; Protokol No: 2239) alınmıştır.

Kaynakça

  • Akın, Y. (2005). Ana hatları ile Cumhuriyet döneminde beden terbiyesi ve spor politikaları. Toplum ve Bilim, 103, 53-92.
  • Altundaş, E. (2015). Erkekliğin inşa edildiği bir alan olarak motosiklet kulüpleri: Toplumsal cinsiyet kodlarına ve kimlik inşasına ilişkin nitel bir çalışma. Yayımlanmış Yüksek Lisans tezi, Kocaeli Üniversitesi, Sosyal Bilimler Enstitüsü, İletişim bilimleri Anabilim Dalı, Kocaeli.
  • Atencio, M., & Koca, C. (2011). Gendered communities of practice and the construction of masculinities in Turkish physical education. Gender and Education, 23(1), 59-72. https://doi.org/10.1080/09540250903519444.
  • Atkinson, M., & Kehler, M. (2012). Boys, bullying and biopedagogies in physical education. Boyhood Studies, 6(2), 166-185. https://doi.org/10.3149/thy.0601.166.
  • Azzarito, L., & Solomon, M. (2009). An investigation of students’ embodied discourses in physical education: A gender project. Journal of Teaching In Physical Education, 28(2), 173-191. https://doi.org/10.1123/jtpe.28.2.173.
  • Azzarito, L., & Solomon, M. A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education & Society, 10(1), 25-47. https://doi.org/10.1080/135733205200028794.
  • Azzarito, L., Solomon, M. A., & Harrison Jr, L. (2006). “... If I Had a Choice, I Would....” A Feminist Poststructuralist Perspective on Girls in Physical Education. Research Quarterly for Exercise and Sport, 77(2), 222-239. https://doi.org/10.1080/02701367.2006.10599356.
  • Barker, D., & Barker-Ruchti, N. (2016). Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture. Sport in Society, 19(5), 711-725. https://doi.org/10.1080/17430437.2015.1073949.
  • Bird, S. R. (1996). Welcome to the men's club: Homosociality and the maintenance of hegemonic masculinity. Gender & Society, 10(2), 120-132. https://doi.org/10.1177/089124396010002002.
  • Bozoglu, O., & Göktürk, S. (2016). What's going on in physical education classes in Turkey? An insight into student attitude towards physical education, curricular issues and school conditions. Journal of Education and Practice, 7(33), 156-165.
  • Brake, D. L. (2012). Wrestling with gender: Constructing masculinity by refusing to wrestle women. Nev. LJ, 13, 486.
  • Butler, J. (2011). Bodies that matter: On the discursive limits of sex. Taylor & Francis.
  • Campbell, D., Gray, S., Kelly, J., & MacIsaac, S. (2018). Inclusive and exclusive masculinities in physical education: A Scottish case study. Sport, Education & Society, 23(3), 216-228. doi.org/10.1080/13573322.2016.1167680.
  • Channon, A., Dashper, K., Fletcher, T., & Lake, R.J. (2016). The promises and pitfalls of sex integration in sport and physical culture, Sport in Society, 19(8-9), 1111-1124. https://doi.org/10.1080/17430437.2016.1116167.
  • Chiva-Bartoll, O., Santos-Pastor, M. L., Martínez-Muñoz, L. F., & Ruiz-Montero, P. J. (2021). Contributions of service-learning to more inclusive and less gender-biased physical education: the views of Spanish physical education teacher education students. Journal of Gender Studies, 30(6), 699-712. https://doi.org/10.1080/09589236.2021.1937079.
  • Clark, S. (2012). Being ‘Good at Sport’: Talent, ability and young women’s sporting participation. Sociology, 46(6), 1178-1193. https://doi.org/10.1177/0038038511435061.
  • Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98(2), 206-235. https://doi.org/10.1177/016146819609800203.
  • Connell, R. W. (2005). Masculinities. 2nd ed. Cambridge: Polity Press.
  • Dashper, K., & Fletcher, T. (2013). Introduction: Diversity, equity and inclusion in sport and management. Sport in Society, 16(10), 1-6. Doi: 10.1080/17430437.2013.821259.
  • Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-88. https://doi.org/10.1177/1558689812437186.
  • Dillabough, J. A. (2003). Gender, education, and society: The limits and possibilities of feminist reproduction theory. Sociology of Education, 76(4), 376-379. https://doi.org/10.2307/1519874.
  • Elmas, S. (2020). Spordaki Yükselme Merdiveni Yanılsamasını Aşmak. Sosyal Değişim İçin Spor içinde (105–117). İstanbul: BoMoVu.
  • Elmas, S. (2022). Hegemonik Erkeklik ve Homososyalite Bağlamında Takım Sporlarında Kabul Sınaması. Yayımlanmış Doktora tezi, Marmara Üniversitesi, Sağlık Bilimleri Enstitüsü, Spor yönetim bilimleri Anabilim Dalı: İstanbul.
  • Evans, B. (2006). ‘I'd feel ashamed’: Girls' bodies and sports participation. Gender, Place & Culture, 13(5), 547-561. https://doi.org/10.1080/09663690600858952.
  • Flood, M. (2008). Men, sex, and homosociality: How bonds between men shape their sexual relations with women. Men and Masculinities, 10(3), 339-359. https://doi.org/10.1177/1097184X06287761.
  • Frühauf, A., Hundhausen, F., & Kopp, M. (2022). Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes. Behavioral Sciences, 12(9), 306. https://doi.org/10.3390/bs12090306.
  • Gannett, K. R., Kaufman, Z. A., Clark, M. A., & McGarvey, S. T. (2014). Football with three ‘halves’: A qualitative exploratory study of the football3 model at the Football for Hope Festival 2010. Journal of Sport for Development, 2(3), 47.
  • Gråstén, A., Kokkonen, J., & Kokkonen, M. (2022). Gender bias and gender equality beliefs in teaching efficacy profiles of Finnish physical education teachers. Teachers and Teaching, 28(2), 246-262. https://doi.org/10.1080/13540602.2022.2062714.
  • Gray, S. K. (2018). Biological differences or social constructions? The entanglement of sex and gender in health and physical education. Published PhD thesis, University of Toronto, Department of Exercise Sciences, Canada.
  • Gubby, L. (2016). Can sport provide a space for gender equality?: A qualitative study of children who play korfball. Published PhD thesis, Canterbury Christ Church University, United Kingdom.
  • Gubby, L. & Wellard, I. (2016). Sporting equality and gender neutrality in korfball, Sport in Society, 19(8-9), 1171-1185. https://doi.org/10.1080/17430437.2015.1096261.
  • Hammarén, N., & Johansson, T. (2014). Homosociality: In between power and intimacy. Sage Open, 4(1), 1-11. https://doi.org/10.1177/2158244013518057. Hortigüela-Alcalá, D., Barba-Martín, R. A., González-Calvo, G., & Hernando-Garijo, A. (2021). ‘I Hate Physical Education’; an analysis of girls’ experiences throughout their school life. Journal of Gender Studies, 30(6), 648-662. https://doi.org/10.1080/09589236.2021.1937077.
  • Kastrup, V., & Kleindienst-Cachay, C. (2016). ‘Reflective co-education’or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools. Sport, Education and Society, 21(7), 963-984. https://doi.org/10.1080/13573322.2014.984673.
  • Kiesling, S. F. (2005). Homosocial desire in men's talk: Balancing and re-creating cultural discourses of masculinity. Language in Society, 34(5), 695-726. doi:10.1017/S0047404505050268.
  • Kimmel, M. S. (2008). Guyland: The perilous world where boys become men: Understanding the critical years between 16 and 26. New York: HarperCollins Publishers.
  • Kjaran, J. I. (2019). Gender-segregated spaces in Icelandic high schools: resistance, power and subjectification. Gender and Education, 31(8), 1020-1039. https://doi.org/10.1080/09540253.2017.1401046.
  • Koca, C. (2006). Beden eğitimi ve spor alanında toplumsal cinsiyet ilişkileri. Spor Bilimleri Dergisi, 17(2), 81-99.
  • Koca, C., Atencio, M., Demirhan, G. (2009). The place and meaning of the field of PE in Turkish young people's lives: a study using Bourdieu's conceptual tools. Sport, Education and Society, 14(1), 55-75. https://doi.org/10.1080/13573320802615130.
  • Koca, C. (2018). Sporda toplumsal cinsiyet eşitliği haritalama ve izleme çalışması. Cinsiyet Eşitliği İzleme Derneği (CEİD): İstanbul.
  • Kuş, E. (2012). Nicel-nitel araştırma teknikleri. (4.Baskı). Ankara: Anı Yayıncılık.
  • Kümbetoğlu, B. (2005). Sosyolojide ve antropolojide niteliksel yöntem ve araştırma. İstanbul: Bağlam Yayıncılık.
  • Kümbetoğlu, B. (2020). Niteliksel araştırmalarda analiz. İstanbul: Bağlam Yayıncılık.
  • Larneby, M. (2016). Transcending gender hierarchies? Young people and floorball in Swedish school sport. Sport in Society, 19(8-9), 1202-1213. https://doi.org/10.1080/17430437.2016.1159194.
  • Lentillon-Kaestner, V., & Roure, C. (2019). Coeducational and single-sex physical education: Students’ situational interest in learning tasks centred on technical skills. Physical Education and Sport Pedagogy, 24(3), 287-300. https://doi.org/10.1080/17408989.2019.1571186.
  • Love, M. J. (2016). Sexual abuse of male children in sports: Factors impacting disclosure. Published PhD thesis, Alliant International University, USA.
  • Lüküslü, D., & Dinçşahin, Ş. (2013). Shaping bodies shaping minds: Selim Sırrı Tarcan and the origins of modern physical education in Turkey. The International Journal of the History of Sport, 30(3), 195-209. https://doi.org/10.1080/09523367.2012.742067.
  • Lysa, C. (2020). Fighting for the right to play: Women’s football and regime-loyal resistance in Saudi Arabia. Third World Quarterly, 41(5), 842-859. https://doi.org/10.1080/01436597.2020.1723075.
  • Maclean, C. (2016). Friendships worth fighting for: Bonds between women and men karate practitioners as sites for deconstructing gender inequality. Sport in Society, 19(8-9), 1374-1384. https://doi.org/10.1080/17430437.2015.1096249.
  • Metcalfe, S. (2018). Adolescent constructions of gendered identities: The role of sport and (physical) education. Sport, Education and Society, 23(7), 681-693. https://doi.org/10.1080/13573322.2018.1493574.
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  • Phipps, C., & Blackall, C. J. (2023). ‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school. Pedagogy, Culture & Society, 31(5), 1097-1114. https://doi.org/10.1080/14681366.2021.2000012.
  • Pizzolati, M., & Sterchele, D. (2016). Mixed-sex in sport for development: a pragmatic and symbolic device. The case of touch rugby for forced migrants in Rome. Sport in Society, 19(8-9), 1267-1288. https://doi.org/10.1080/17430437.2015.1133600.
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  • Segrave, J. O. (2016). Challenging the gender binary: the fictive and real world of quidditch. Sport in Society, 19(8-9), 1299-1315. https://doi.org/10.1080/17430437.2015.1067783.
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  • Stewart, S., Gray, S., Kelly, J., & MacIsaac, S. (2020). Investigating the development of masculine identities in physical education. Sport, Education & Society, 25(6), 590-604. https://doi.org/10.1080/13573322.2019.1654447.
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  • Summerfield, K., & White, A. (1989). Korfball: A model of egalitarianism? Sociology of Sport Journal, 6(2), 144-151. https://doi.org/10.1123/ssj.6.2.144.
  • Uyan-Semerci, P., Erdoğan, E., Akkan, B., & Durmuş, G. (2023). Krizler çağında çocuk olmak: Türkiye’de pandemi sonrasında çocukların iyi olma halini yeniden düşünmek Çocuğun İyi Olma Hali İstanbul Araştırması Bulguları. TÜBİTAK-1001 Projesi. (https://cocuk.bilgi.edu.tr/wp-content/uploads/2023/06/Cocugun-Iyi-Olma-Hali-Istanbul-Arastirmasi-OZETBULGULAR.pdf)
  • Van Acker, R., Carreiro da Costa, F., De Bourdeaudhuij, I., Cardon, G., & Haerens, L. (2010). Sex equity and physical activity levels in coeducational physical education: exploring the potential of modified game forms. Physical Education and Sport Pedagogy, 15(2), 159-173. https://doi.org/10.1080/17408980902877609.
  • Van Bottenburg, M., & Vermeulen, J. (2011). Local korfball versus global basketball: A study of the relationship between sports’ rule-making and dissemination. Journal Ethnologie Française, 41(4), 633-643. https://doi.org/10.3917/ethn.114.0633.
  • Yarar, B. (2015). Modernleşmenin gerilimlerle dolu kimliği: Modern Türkiye tarihinde hem kadın hem sporcu olmak. F. Akcan, İ. Hacısoftaoğlu, N. Bulgu (Editörler), Oyunun Ötesinde Spor Sosyolojisi Çalışmaları içinde (187–211). NotaBene Yayınları: Ankara.
  • Yüksel, M. (2014). Cinsiyet ve spor. Tarih Okulu Dergisi, 7(19), 663-684. http://dx.doi.org/10.14225/Joh581.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Beden Eğitimi ve Oyun, Beden Eğitimi ve Spor Pedagojisi
Bölüm Araştırma Makalesi
Yazarlar

Safter Elmas 0000-0002-8519-163X

Selçuk Açıkgöz 0000-0003-4783-1066

Mehmet Berk Uzunhasan 0000-0001-6479-1153

Erken Görünüm Tarihi 27 Eylül 2024
Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 29 Şubat 2024
Kabul Tarihi 7 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 22 Sayı: 3

Kaynak Göster

APA Elmas, S., Açıkgöz, S., & Uzunhasan, M. B. (2024). BEDEN EĞİTİMİ DERSLERİNDE TOPLUMSAL CİNSİYET EŞİTLİĞİNİ SAĞLAMAK MÜMKÜN MÜ? KORFBOL SPORUNUN ETKİSİNE DAİR NİTEL BAKIŞ. SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi, 22(3), 110-129. https://doi.org/10.33689/spormetre.1445338

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