Heteronormativity meets queering in physical education: the views of PE teachers and LGBTIQ+ students

Background and purpose: In school physical education (PE) lessons, gender is often produced heteronormatively. Lesbian, gay, bi, transgender, intersexual, queer (LGBTIQ+) students have reported experiences of discrimination obstacles to participation. This study analyzed Finnish PE teachers LGBTIQ+ students’ talk about problematic practices in how equality might be improved.Theoretical background: We draw on the concepts heteronormativity habitus. Habitus provides insight gendered norms inequalities become embodied contested different social fields. context, we define one hand as heteronormative ‘feel for game’ other queering practices. then demonstrate both habitual elements sexuality expectations categorizations are socially attached bodies.Methods: Thematic interviews were conducted with ten heterosexual cisgender aged 13–17. First, thematic analysis was identify each group’s perceptions relation LGBTQI+ students, ways promoting PE. Second, applying habitus, studied identified themes ascertain whether discrimination, practices, reproduced or challenged teachers’ perceptions.Findings: The perceptions, informed by ethos individuality, reduced ‘minorities’ whose diverged from heteronorm. Hence, non-heterosexuality diversity constructed predominantly ‘tolerated’ even invisible lessons. However, some paying attention their thinking, speaking, thereby challenging heteronormativity. While aimed protect majority also defended existing Queering status quo considered challenging. turn, focused more lived power relations structural quo. For them, best promote would teacher familiarity sexuality, stereotyping use inclusive language. supported coeducational groups unisex locker rooms changing facilities students.Conclusions: tendency defend creates a paradox ‘tolerance’ which works marginalize non-heterosexuality. indicate challenges implementing objectives gender-awareness Finland.