¿Qué permanece oculto del currículum oculto? Las identidades de género y de sexualidad en la educación física
DOI:
https://doi.org/10.35362/rie390805Palabras clave:
educación física, identidad de géneroResumen
El currículum oculto es un medio muy poderoso para aprender normas, valores y relaciones sociales que subyacen y se transmiten a través de las rutinas diarias en las escuelas y en los centros de formación del profesorado. Los estudiantes no sólo aprenden conductas y conocimientos, sino todo un conjunto de actitudes y de prácticas sociales que les sirven para la construcción de sus identidades. Los estudios sobre la educación física, fundamentalmente los del contexto cultural anglosajón, se han ocupado en resaltar la dimensión oculta o encubierta del currículum en relación con la construcción de diversas identidades, entre ellas las de género y las de sexualidad. Sin embargo, en el contexto cultural de los países de habla española y portuguesa estos estudios escasean, y, por lo tanto, siguen silenciando todo un conjunto de aspectos relativos a dichas identidades. Así pues, el objetivo de este artículo consiste en explorar, sobre todo a la luz de la literatura anglosajona, las discriminaciones y los problemas que sufren ciertos sectores del alumnado y del profesorado con identidades de género y de sexualidad no dominantes. La pretensión última que nos proponemos es la de contribuir al debate y a la sensibilización acerca de estas cuestiones en la comunidad iberoamericana, con la intención de estimular la investigación en nuestros respectivos contextos culturales, y con la de plan-tear propuestas pedagógicas para nuestras escuelas y centros de formación del profesorado.
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Bibliografía
Bain, L. L. (1990): «A Critical Analysis of the Hidden Curriculum in Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 23-42, Londres, Falmer Press.
— (1985): «The Hidden Curriculum re-Examined», en Quest, 37, pp. 145-153.
Barbero, J. I. (2003): «La educación física y el deporte como dispositivos normalizadores de la heterosexualidad», en O. Guasch y O. Viñuales (eds.): Sexualidades: diversidad y control social, pp. 355-377, Barcelona, Bellaterra.
Butler, J. (2001): El género en disputa. El feminismo y la subversión de la identidad, México, Universidad Nacional Autónoma de México-Paidós.
Carrington, B., y Williams, T. (1988): «Patriarchy and Ethnicity: the Link Between School Physical Education and Community Leisure Activities», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 83-96, Londres, Falmer Press.
Carroll, B. (1986): «Whats in a Name “Pupils” Identity in Physical Education», en Physical Education Review, 9, 1, pp. 19-27.
Carroll, B., y Hollinshead, G. (1993): «Equal Opportunities: Race and Gender in Physical Education: A Case Study», en John Evans (ed.): Equality, Education and Physical Education, pp. 154-169, Londres, Falmer Press.
Chepyator-Thomson, J. R., y Ennis, C. D. (1997): «Reproduction and Resistance to the Culture of Femininity and Masculinity in Secondary School Physical Education», en Research Quarterly for Exercise and Sport, 68, 1, pp. 89-99.
Clarke, G. (2002): «Difference Matters: Sexuality and Physical Education», en Dawn Penney (ed.): Gender and Physical Education: Contemporary Issues and Future Directions, pp. 41-56, Londres, Routledge.
(1998): «Queering the Pitch and Coming Out to Play: Lesbians in Physical Education and Sport», en Sport, Education and Society, 3, 2, pp. 145-160.
— (1997): «Playing a Part: The Lives of Lesbian Physical Education Teachers», en Gill Clarke y Barbara Humberstone (eds.): Researching Women and Sport, pp. 36-49, Londres, Macmillan.
Colquhoun, D. (1990): «Images of Healthism in Health-based Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture, pp. 225-251, Londres, Falmer Press.
Devís, J.; Perdiguero, E.; Silvestre, A., y Peiró, C. (1994): «La representación social del cuerpo en un grupo de estudiantes de educación física», en Antonio Clemente, Gonzalo Musitu y Melchor Gutiérrez (eds.): Intervención educativa y desarrollo humano, pp. 147-155, Valencia, Set i Set Ediciones.
Devís-Devís, J., y Sparkes, A. C. (1999): «Burning the Book: A Biographical Study of a Pedagogically Inspired Identity Crisis in Physical Education», en European Physical Education Review, 5, pp. 135-152.
Dewar, A. (1990): «Opression and Privilege in Physical Education: Struggles in the Negotiation of Gender in a University Programme», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 67-99, Londres, Falmer Press.
Ennis, C. D. (1999): «Creating a Culturally Relevant Curriculum for Disengaged Girls», en Sport, Education and Society, 4, 1, pp. 31-50.
Evans, J.; Lopez, S.; Duncan, M., y Evans, M. (1987): «Some Thoughts on the Political and Pedagogical Implications of Mixed Sex Grouping in Physical Education», en British Educational Research Journal, 13, 1, pp. 59-71.
Fernández-Balboa, J. M. (1993): «Sociocultural Characteristics of the Hidden Curriculum in Physical Education», en Quest, 45, pp. 230-254.
Flintoff, A. (1994): «Sexism and Homophobia in Physical Education: The Challenge for Teacher Education», en Physical Education Review, 17, 2, pp. 97-105.
— (1993): «Gender, Physical Education and Initial Teacher Education», en John Evans (ed.): Equality, Education and Physical Education, pp. 184-204, Londres, Falmer Press.
George, L., y Kirk, D. (1988): «Limits of Change in Physical Education: Ideologies, Teachers and the Experience of Physical Activity», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 145-155, Londres, Falmer Press.
González Pascual, M. (2005): «¿Tienen sexo los contenidos de la educación física escolar? Transmisión de estereotipos de sexo a través de los libros de texto en la etapa de secundaria», en Revista Internacional de Ciencias de la Actividad Física y el Deporte, 18, <hhtp://cdeporte.rediris.es/revista/revista18/artsexismo8.htm>.
Griffin, P. S. (1998): Strong Women, Deep Closets: Lesbians and Homophobia in Sports, Champaign, Human Kinetics.
(1990): «Addressing Homophobia in Physical Education: Responsibilities for Teachers and Researchers», en Michael A. Messner y Don F. Sabo (eds.): Sport, Men and the Gender Order. Critical Feminist Perspectives, pp. 211-221, Champaign, Human Kinetics
— (1989): «Gender as a Socializing Agent in Physical Education», en Thomas J. Templin y Paul G. Schempp (eds.): Socialization into Physical Education. Learning to Teach, pp. 219-233, Indianapolis, Benchmark Press.
— (1985a): «Teaching in an Urban, Multiracial Physical Education Program: the Power of Context», en Quest, 37, pp. 154-165.
— (1985b): «”Boys” Participation Styles in a Middle School Physical Education Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 100-110.
— (1985c): «”Teachers” Perceptions of and Responses to Sex Equity Problems in a Middle School Physical Education Program», en Research Quarterly for Exercise and Sport, 56, pp. 103-110.
— (1984): «”Girls” Participation Patterns in a Middle School Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 30-38.
— (1983): «”Gymnastics a Girls Thing”: Students Participation and Interaction Patterns in a Middle School Gymnastics Unit», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 71-75, Champaign: Human Kinetics.
Hernández, A.; Cortés, N.; Rodríguez, H.; Menéndez, M., y Barbero, J. I. (1996): «La formación del profesorado de educación física. El género como factor diferenciador», en Ricardo Sánchez (ed.): Los retos de las ciencias sociales aplicadas al deporte, pp.161-169, Pamplona, aeisad.
Hickey, C. y Fitzclarence, L. (1999): «Educating Boys in Sport and Physical Education: Using Narrative Methods to Develop Pedagogies of Responsibility», en Sport, Education and Society, 4, pp. 51-62.
Júnior, A. (2003): Educação física e gênero. Olhares em cena, São Luís, UFMA/CORSUP.
Kirk, D. (1992): «Physical Education, Discourse, and Ideology: Bringing the Hidden Curriculum into View», en Quest, 44, pp. 35-56.
— (1990): Educación física y curriculum, Valencia, Universidad de Valencia.
Kollen, P. P. (1983): «Fragmentation and Integration in Human Movement», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 86-93, Champaign, Human Kinetics.
Light, R., y Kirk, D. (2000): «High School Rugby, the Body and the Reproduction of Hegemonic Masculinity», en Sport, Education and Society, 5, 2, pp. 163-176.
Martinek, T. J. (1983): «Creating Golem and Galatea Effects During Physical Education Instruction: A Social Psychological Perspective», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 59-70, Champaign, Human Kinetics.
Morrow, R. G., y Gill, D. (2003): «Perceptions of Homophobia and Heterosexism in Physical Education», en Research Quarterly for Exercise and Sport, 74, 2, pp. 205-214.
Nilges, L. M. (1998): «I Though Only Fairy Tales had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education», en Journal of Teaching in Physical Education, 17, pp. 172-194.
Placek, J. H. (1983): «Conceptions of Success in Teaching: Busy, Happy and Good?», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 46-56, Champaign, Human Kinetics.
Renold, E. (1997): «All they “ve Got on Their Brains is Football”. Sport, Masculinity and the Gendered Practice of the Playground Relations», en Sport, Education and Society, 2, 1, pp. 5-23.
Scraton, S. (1993): «Equality, Coeducation and Physical Education in Secondary Schooling», en John Evans (ed.): Equality, Education and Physical Education, pp. 139-153, Londres, Falmer Press.
— (1992): Shaping up to Humanhood. Gender and Girls Physical Education, Milton Keynes, Open University Press.
— (1987): «Boys Muscle in Where Angels Fear to Tread-Girls Subcultures and Physical Activities», en J. Horn; D. Jary, y A. Thomlison (eds.): Sport, Leisure and Social Relations, pp. 160-186, Londres, Routledge y Keagan Paul.
— (1986): «Images of Femininity and the Teaching of Girls Physical Education», en J. Evans (ed.): Physical Education, Sport and Schooling. Studies in the Sociology of Physical Education, pp.71-94, Londres, Falmer Press.
Sykes, H. (1998): «Turning the Closets Inside/out: Towards a Queer-feminist Theory in Women Physical Education», en Sociology of Sport Journal, 15, pp. 154-173.
Skelton, C. (2000): «”A Passion for Football”: Dominant Masculinities and Primary Schooling», en Sport, Education and Society, 5, 1, pp. 5-18.
Sparkes, A. C. (1997): «Ethnographic Fiction and Representing the Absent Other», en Sport, Education and Society, 2, 1, pp. 25-40.
— (1994): «Self, Silence, and Invisibility as a Beginning Teacher: A Life History of Lesbian Experience», en British Journal of Sociology of Education, 15, 1, pp. 93-118.
— (1988): «The Micropolitics of Innovation in the Physical Education Curriculum», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 157-177, Londres, Falmer Press.
Squires, S., y Sparkes, A. C. (1996): «Circles of Silence: Sexual Identity in Physical Education and Sport», en Sport, Education and Society, 1, 1, pp. 77-101.
Talbot, M. (1990): «Equal Opportunities and Physical Education», en Neil Armstrong (ed.): New Directions in Physical Education 1., pp. 101-120, Leeds, Human Kinetics.
Vázquez, B.; Fernández, E.; Ferro, S.; Learreta, B., y Viejo, J. (2000): Educación física y género, Madrid, Gymnos.
Woods, S. E. (1992): «Describing the Experience of Lesbian Physical Educators: A Phenomenological Study», en A. Sparkes (ed.): Research in Physical Education and Sport. Exploring Alternative Visions, pp. 90-117, Londres, Falmer Press.
Wright, J. (1997): «The Construction of Gendered Contexts in Single Sex and co-Educational physical Education Lessons», en Sport, Education and Society,2, 1, pp. 55-72.
— (1995): «A Feminist Poststructuralist Methodology for the Study of Gender Construction in Physical Education: Description of Study», en Journal of Teaching in Physical Education, 15, pp. 1-24.
— (1990): «”Remember those Skirts!”: the Constitution of Gender in Physical Education», en Sheila Scraton (ed.): Gender and Physical Education, pp. 63-77, Deakin, Deakin Unversity Press.
Wright, J., y King, R. C. (1991): «”I say what I mean”, said Alice: An Analysis of Gendered Discourse in Physical Education», en Journal of Teaching in Physical Education, 10, pp. 210-225.
Bain, L. L. (1990): «A Critical Analysis of the Hidden Curriculum in Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 23-42, Londres, Falmer Press.
— (1985): «The Hidden Curriculum re-Examined», en Quest, 37, pp. 145-153.
Barbero, J. I. (2003): «La educación física y el deporte como dispositivos normalizadores de la heterosexualidad», en O. Guasch y O. Viñuales (eds.): Sexualidades: diversidad y control social, pp. 355-377, Barcelona, Bellaterra.
Butler, J. (2001): El género en disputa. El feminismo y la subversión de la identidad, México, Universidad Nacional Autónoma de México-Paidós.
Carrington, B., y Williams, T. (1988): «Patriarchy and Ethnicity: the Link Between School Physical Education and Community Leisure Activities», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 83-96, Londres, Falmer Press.
Carroll, B. (1986): «Whats in a Name “Pupils” Identity in Physical Education», en Physical Education Review, 9, 1, pp. 19-27.
Carroll, B., y Hollinshead, G. (1993): «Equal Opportunities: Race and Gender in Physical Education: A Case Study», en John Evans (ed.): Equality, Education and Physical Education, pp. 154-169, Londres, Falmer Press.
Chepyator-Thomson, J. R., y Ennis, C. D. (1997): «Reproduction and Resistance to the Culture of Femininity and Masculinity in Secondary School Physical Education», en Research Quarterly for Exercise and Sport, 68, 1, pp. 89-99.
Clarke, G. (2002): «Difference Matters: Sexuality and Physical Education», en Dawn Penney (ed.): Gender and Physical Education: Contemporary Issues and Future Directions, pp. 41-56, Londres, Routledge.
(1998): «Queering the Pitch and Coming Out to Play: Lesbians in Physical Education and Sport», en Sport, Education and Society, 3, 2, pp. 145-160.
— (1997): «Playing a Part: The Lives of Lesbian Physical Education Teachers», en Gill Clarke y Barbara Humberstone (eds.): Researching Women and Sport, pp. 36-49, Londres, Macmillan.
Colquhoun, D. (1990): «Images of Healthism in Health-based Physical Education», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture, pp. 225-251, Londres, Falmer Press.
Devís, J.; Perdiguero, E.; Silvestre, A., y Peiró, C. (1994): «La representación social del cuerpo en un grupo de estudiantes de educación física», en Antonio Clemente, Gonzalo Musitu y Melchor Gutiérrez (eds.): Intervención educativa y desarrollo humano, pp. 147-155, Valencia, Set i Set Ediciones.
Devís-Devís, J., y Sparkes, A. C. (1999): «Burning the Book: A Biographical Study of a Pedagogically Inspired Identity Crisis in Physical Education», en European Physical Education Review, 5, pp. 135-152.
Dewar, A. (1990): «Opression and Privilege in Physical Education: Struggles in the Negotiation of Gender in a University Programme», en David Kirk y Richard Tinning (eds.): Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, pp. 67-99, Londres, Falmer Press.
Ennis, C. D. (1999): «Creating a Culturally Relevant Curriculum for Disengaged Girls», en Sport, Education and Society, 4, 1, pp. 31-50.
Evans, J.; Lopez, S.; Duncan, M., y Evans, M. (1987): «Some Thoughts on the Political and Pedagogical Implications of Mixed Sex Grouping in Physical Education», en British Educational Research Journal, 13, 1, pp. 59-71.
Fernández-Balboa, J. M. (1993): «Sociocultural Characteristics of the Hidden Curriculum in Physical Education», en Quest, 45, pp. 230-254.
Flintoff, A. (1994): «Sexism and Homophobia in Physical Education: The Challenge for Teacher Education», en Physical Education Review, 17, 2, pp. 97-105.
— (1993): «Gender, Physical Education and Initial Teacher Education», en John Evans (ed.): Equality, Education and Physical Education, pp. 184-204, Londres, Falmer Press.
George, L., y Kirk, D. (1988): «Limits of Change in Physical Education: Ideologies, Teachers and the Experience of Physical Activity», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 145-155, Londres, Falmer Press.
González Pascual, M. (2005): «¿Tienen sexo los contenidos de la educación física escolar? Transmisión de estereotipos de sexo a través de los libros de texto en la etapa de secundaria», en Revista Internacional de Ciencias de la Actividad Física y el Deporte, 18, <hhtp://cdeporte.rediris.es/revista/revista18/artsexismo8.htm>.
Griffin, P. S. (1998): Strong Women, Deep Closets: Lesbians and Homophobia in Sports, Champaign, Human Kinetics.
(1990): «Addressing Homophobia in Physical Education: Responsibilities for Teachers and Researchers», en Michael A. Messner y Don F. Sabo (eds.): Sport, Men and the Gender Order. Critical Feminist Perspectives, pp. 211-221, Champaign, Human Kinetics
— (1989): «Gender as a Socializing Agent in Physical Education», en Thomas J. Templin y Paul G. Schempp (eds.): Socialization into Physical Education. Learning to Teach, pp. 219-233, Indianapolis, Benchmark Press.
— (1985a): «Teaching in an Urban, Multiracial Physical Education Program: the Power of Context», en Quest, 37, pp. 154-165.
— (1985b): «”Boys” Participation Styles in a Middle School Physical Education Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 100-110.
— (1985c): «”Teachers” Perceptions of and Responses to Sex Equity Problems in a Middle School Physical Education Program», en Research Quarterly for Exercise and Sport, 56, pp. 103-110.
— (1984): «”Girls” Participation Patterns in a Middle School Team Sports Unit», en Journal of Teaching in Physical Education, 4, pp. 30-38.
— (1983): «”Gymnastics a Girls Thing”: Students Participation and Interaction Patterns in a Middle School Gymnastics Unit», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 71-75, Champaign: Human Kinetics.
Hernández, A.; Cortés, N.; Rodríguez, H.; Menéndez, M., y Barbero, J. I. (1996): «La formación del profesorado de educación física. El género como factor diferenciador», en Ricardo Sánchez (ed.): Los retos de las ciencias sociales aplicadas al deporte, pp.161-169, Pamplona, aeisad.
Hickey, C. y Fitzclarence, L. (1999): «Educating Boys in Sport and Physical Education: Using Narrative Methods to Develop Pedagogies of Responsibility», en Sport, Education and Society, 4, pp. 51-62.
Júnior, A. (2003): Educação física e gênero. Olhares em cena, São Luís, UFMA/CORSUP.
Kirk, D. (1992): «Physical Education, Discourse, and Ideology: Bringing the Hidden Curriculum into View», en Quest, 44, pp. 35-56.
— (1990): Educación física y curriculum, Valencia, Universidad de Valencia.
Kollen, P. P. (1983): «Fragmentation and Integration in Human Movement», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 86-93, Champaign, Human Kinetics.
Light, R., y Kirk, D. (2000): «High School Rugby, the Body and the Reproduction of Hegemonic Masculinity», en Sport, Education and Society, 5, 2, pp. 163-176.
Martinek, T. J. (1983): «Creating Golem and Galatea Effects During Physical Education Instruction: A Social Psychological Perspective», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 59-70, Champaign, Human Kinetics.
Morrow, R. G., y Gill, D. (2003): «Perceptions of Homophobia and Heterosexism in Physical Education», en Research Quarterly for Exercise and Sport, 74, 2, pp. 205-214.
Nilges, L. M. (1998): «I Though Only Fairy Tales had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education», en Journal of Teaching in Physical Education, 17, pp. 172-194.
Placek, J. H. (1983): «Conceptions of Success in Teaching: Busy, Happy and Good?», en Thomas J. Templin y Janice K. Olson (eds.): Teaching in Physical Education, pp. 46-56, Champaign, Human Kinetics.
Renold, E. (1997): «All they “ve Got on Their Brains is Football”. Sport, Masculinity and the Gendered Practice of the Playground Relations», en Sport, Education and Society, 2, 1, pp. 5-23.
Scraton, S. (1993): «Equality, Coeducation and Physical Education in Secondary Schooling», en John Evans (ed.): Equality, Education and Physical Education, pp. 139-153, Londres, Falmer Press.
— (1992): Shaping up to Humanhood. Gender and Girls Physical Education, Milton Keynes, Open University Press.
— (1987): «Boys Muscle in Where Angels Fear to Tread-Girls Subcultures and Physical Activities», en J. Horn; D. Jary, y A. Thomlison (eds.): Sport, Leisure and Social Relations, pp. 160-186, Londres, Routledge y Keagan Paul.
— (1986): «Images of Femininity and the Teaching of Girls Physical Education», en J. Evans (ed.): Physical Education, Sport and Schooling. Studies in the Sociology of Physical Education, pp.71-94, Londres, Falmer Press.
Sykes, H. (1998): «Turning the Closets Inside/out: Towards a Queer-feminist Theory in Women Physical Education», en Sociology of Sport Journal, 15, pp. 154-173.
Skelton, C. (2000): «”A Passion for Football”: Dominant Masculinities and Primary Schooling», en Sport, Education and Society, 5, 1, pp. 5-18.
Sparkes, A. C. (1997): «Ethnographic Fiction and Representing the Absent Other», en Sport, Education and Society, 2, 1, pp. 25-40.
— (1994): «Self, Silence, and Invisibility as a Beginning Teacher: A Life History of Lesbian Experience», en British Journal of Sociology of Education, 15, 1, pp. 93-118.
— (1988): «The Micropolitics of Innovation in the Physical Education Curriculum», en John Evans (ed.): Teachers, Teaching and Control in Physical Education, pp. 157-177, Londres, Falmer Press.
Squires, S., y Sparkes, A. C. (1996): «Circles of Silence: Sexual Identity in Physical Education and Sport», en Sport, Education and Society, 1, 1, pp. 77-101.
Talbot, M. (1990): «Equal Opportunities and Physical Education», en Neil Armstrong (ed.): New Directions in Physical Education 1., pp. 101-120, Leeds, Human Kinetics.
Vázquez, B.; Fernández, E.; Ferro, S.; Learreta, B., y Viejo, J. (2000): Educación física y género, Madrid, Gymnos.
Woods, S. E. (1992): «Describing the Experience of Lesbian Physical Educators: A Phenomenological Study», en A. Sparkes (ed.): Research in Physical Education and Sport. Exploring Alternative Visions, pp. 90-117, Londres, Falmer Press.
Wright, J. (1997): «The Construction of Gendered Contexts in Single Sex and co-Educational physical Education Lessons», en Sport, Education and Society,2, 1, pp. 55-72.
— (1995): «A Feminist Poststructuralist Methodology for the Study of Gender Construction in Physical Education: Description of Study», en Journal of Teaching in Physical Education, 15, pp. 1-24.
— (1990): «”Remember those Skirts!”: the Constitution of Gender in Physical Education», en Sheila Scraton (ed.): Gender and Physical Education, pp. 63-77, Deakin, Deakin Unversity Press.
Wright, J., y King, R. C. (1991): «”I say what I mean”, said Alice: An Analysis of Gendered Discourse in Physical Education», en Journal of Teaching in Physical Education, 10, pp. 210-225.
Cómo citar
Devís Devís, J., Fuentes Miguel, J., & Sparkes, A. C. (2005). ¿Qué permanece oculto del currículum oculto? Las identidades de género y de sexualidad en la educación física. Revista Iberoamericana De Educación, 39, 73–90. https://doi.org/10.35362/rie390805
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2005-09-01
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