‘They don’t have bad intentions.’ The disciplinary power of heteronormative communication in upper secondary Polish physical education – a case study

Abstract

ABSTRACT Background Previous studies have shown unequal treatment of female and male students during PE. However, few studies have focused on gendered communication between teachers and students. Particularly, students’ perceptions of communication have often remained unexplored. Understanding this process appears to be highly significant for ensuring gender equality in schools. In this study, we applied Foucault’s theory of normalization and Butler’s theory of gender performativity and heteronormativity to present data obtained during PE lessons in Polish upper secondary school. In Poland PE teachers still do not formally acquire knowledge of the significance of gender equality in the education process. No policies are formulated on teaching gender equality in schools. Hence, analyzing gendered communication during PE classes in Poland, where no specific gender equity legislation has been introduced, complements the ongoing discussion regarding prevailing gender structures in PE. Purpose The purpose of the study was to explore gendered communication between PE teachers and students in Polish upper secondary school, and perceptions about this communication specifically among male PE teachers and girls. Methods Data were gathered through three qualitative methods: observation of 60 PE lesson units, 17 focus group interviews with male (n = 27) and female students (n = 33), and 5 semi-structured in-depth interviews with PE teachers whose lessons were observed. Discourse analysis, informed by content analysis, was conducted to uncover fundamental communication patterns between teachers and students in the context of gender performativity and heteronormativity. Findings Communication between PE teachers and students demonstrated gender bias, indicating deeply rooted practices of heteronormativity. The male teachers communicated more frequently with female students than with male students and a significant portion of the communication took the form of jokes, teasing, and comments related to the physical appearance of the girls, romantic relationships and dating, and traditional gender roles assumed by women. Students’ statements obtained in the interviews indicate a significant degree of downplaying the impact of teachers’ way of communicating and ‘defending teachers’. They encountered a strong normalization process that restricted their ability to resist teacher communication. Although the PE teachers emphasized the importance of being ‘sensitive’ when communicating with students, PE the teachers’ understanding of gender issues appeared to be fragmented and unrefined, with insufficient recognition of the importance of proper communication with students. Conclusions The implications of this study emphasize the necessity for Polish PE teachers to acquire a deeper understanding of how gender operates within school environments and PE classes, recognizing its impact on students. This awareness is pivotal in recognizing and addressing heteronormative structures during lessons. In connection with that, a thorough discussion on the impact of political and cultural factors shaping the knowledge acquired by teachers and the curriculum in schools is required. Additionally, the research highlights a need for appropriate student education because they are currently subject to strong normalization processes. The normalization processes they undergo hinder their recognition of dominant gender relations in the school environment, and, consequently, their resistance to them.