Opening up to trans persons in Physical Education–Sport Tertiary Education: two case studies of recognition in queer pedagogy

Abstract

ABSTRACTBackground: In western societies, commitment to social justice claims for politics of recognition when referring to gender diversity. Gender non-conforming people, such as trans persons, represent social groups traditionally oppressed within heteronormative hegemonic thinking on gender. We present two qualitative case studies based on pedagogical activities that aim to convey our ruminations on this queer question: how can we contribute to the subversion of gender normalcy in Physical Education and Sport Tertiary Education (PESTE) through the imagination of trans persons’ Physical Education and Sport experiences?Theoretical framework: With the support of queer concepts, we theorize on trans persons and queer pedagogy. Trans persons do not fit into gender binarism which molds hegemonic ideology of heteronormativity, bringing about serious consequences that would include discrimination and harassment. Queer pedagogy efforts to enhance social justice should put the eye not only in trans persons’ experiences and feelings but also in cisgender’s (non-trans persons) beliefs and attitudes toward trans persons.Participants and methodology: Both activities were developed in the same degree with different groups of PESTE students. The first activity unfolds the use of a fictional tale, previously created for pedagogic purposes. The second activity entails queer tango as embodied performance to challenge heteronormativity. Qualitative data was obtained during the activities and was thematically analyzed to illustrate the activity and students’ interpretations.Results and discussion: A range of responses to the fictional tale resulted from the first activity. Some students legitimized sex/gender binarism and biological norms, unquestionably reflecting heteronormativity and, therefore, abjection toward trans persons. Others showed difficulties in achieving a true acceptance that would involve, for instance, an appropriately naming of gender identities. Finally, some exhibited their willingness to respect, encounter and accept trans persons.In the second activity, students found interesting the opportunity that queer tango had offered to exchange gender roles, while others expressed their difficulties in performing other gender roles than their own. Embodied experience was of significant importance in the process of gaining empathetic imagination on gender diversity. Some students questioned the rigid structuration of the beginning of the activity, while other’s slapstick performances were identified as strategies of resistance. Participants also reflected on how PESTE students imagined themselves teaching, commenting their lack of formation and ability to construct a non-heteronormative PES.Conclusions and final comments: Initiatives to sensitize about gender diversity and disrupt normalcy are necessary in PESTE. The two activities presented evidence coexisting imaginaries on trans persons. The double approach based on a fictional tale and a queer dance show different possibilities to enhance the empathetic imagining of distant others, trans persons in this case. With its limitations, politics of recognition need to enhance empathetic imagination to foster the possibilities for recognition and dialog between gender privileged and oppressed individuals and groups.