Un examen de la portée sur la (cis)hétéronormativité et l’(hétéro)sexisme en contexte de formation à l’enseignement en éducation physique : quels sont les enjeux, et qui est « en jeu » ?
DOI:
https://doi.org/10.53967/cje-rce.6329Keywords:
physical education, teacher education, heteronormativity, sexism, scoping review, document analysis, diffractive readingAbstract
Internationally, more and more educational research is focusing on issues related to (hetero)sexism and 2SLGBTQIA+-phobia. However, since the 1980s, a number of publications have addressed issues related to these issues in the context of physical education teacher education programs. Building on and from this research, the present study proposes a critical review and update of the current state of the literature. The adopted approach not only aims to paint a picture of the evolution, scope, and nature of studies carried out in the field over the past 40 years, but also offers future perspectives on how to sensitively integrate these issues into physical education teaching and training programs. Through a scoping review of the literature, this historical re-view traces the different trajectories taken by the research. Notably, the analysis reveals many grey areas, including an intersectional analysis that can be described as selective or partial, the striking absence of 2SLGBTQIA+ individuals, and numerous worrying academic “silences.” However, despite these worrying elements, the analysis also reveals the ability of researchers and educators to highlight the issues in a way that demonstrates the need for action and change in the future.
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References
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