Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-03-10 DOI:10.1080/17457823.2023.2186741

Camilla Forsberg, Paul Horton, Robert Thornberg

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引用次数: 1

Abstract

ABSTRACT We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.

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狂热球场:校园足球场上性别同伴关系的空间、物质和时间组织维度

摘要：我们研究了空间、物质和组织因素对学校足球场上性别同伴关系的重要性。这项研究是一个民族志研究项目的一部分，该项目探讨了学校欺凌与学校教育制度背景之间的关系，重点关注从学前班到八年级（约5-13岁）的教师和学生的观点。这项研究的发现是基于参与者的观察和对瑞典三所学校学生的半结构化访谈。我们的研究结果说明了空间、物质和组织因素的社会生态因素，如学校设计、球场的物质结构以及通过日程安排对空间的时间组织，是如何促进性别定位和狂热互动的，这些因素会影响同伴关系，有时会导致有辱人格的待遇、骚扰和欺凌。我们的研究表明，这些过程需要如何被理解为与足球场环境之外的社会生态因素复杂相关。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.