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Abjection and alterity in the imagining of transgender in physical education and sport: a pedagogical approach in higher education

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Abjection and alterity in the imagining of transgender in physical education and sport: a pedagogical approach in higher education

dc.contributor.author	Pérez Samaniego, Víctor
dc.contributor.author	Fuentes Miguel, Jorge
dc.contributor.author	Pereira García, Sofía
dc.contributor.author	Devís Devís, José
dc.date.accessioned	2017-09-05T13:43:28Z
dc.date.available	2017-09-05T13:43:28Z
dc.date.issued	2016
dc.identifier.uri	http://hdl.handle.net/10550/60523
dc.description.abstract	In physical education (PE) and sports there is little theoretical and empirical knowledge about transgender people, and particularly, on how they are and can be imagined within this context. In this paper, we present and analyze a pedagogical activity based on the reading and discussion of a fictional representation of a transgender person within a group of undergraduate students of Sport Sciences. Our theoretical frame situates abjection and alterity as opposing concepts on a continuum. Results show several ways in which a transgender person is imagined by students, as well as constraints and possibilities for the pedagogical proposal to promote moral imagining of transgender. Students situated in abjection justify their rejection of transgender persons, bringing up compassion (such as pity), genitalization, symbolic violence and stigmatization of transgender persons. The realm between abjection and alterity is characterized by tolerance of different normalities, as well as linguistic constraints hindering the acceptance of transgender people. In alterity, students acknowledge their limited ability to totally imagine what it is like to be transgender, and also, their will to encounter transgender persons face-to-face. Although results of this experience should not be interpreted in a prescriptive way, they show different ways to imagine transgender people in the domain of PE and sports, as well as the importance of considering the ethics of alterity as a means to advance in the moral imagining of transgender persons and, in general, of the distant Other.
dc.relation.ispartof	Sport Education and Society, 2016, vol. 21, num. 7, p. 985-1002
dc.source	Pérez Samaniego, Víctor Fuentes Miguel, Jorge Pereira García, Sofía Devís Devís, José 2016 Abjection and alterity in the imagining of transgender in physical education and sport: a pedagogical approach in higher education Sport Education and Society 21 7 985 1002
dc.subject	Ciències de l'esport
dc.subject	Ciència Ensenyament
dc.title	Abjection and alterity in the imagining of transgender in physical education and sport: a pedagogical approach in higher education
dc.type	journal article	es_ES
dc.date.updated	2017-09-05T13:43:29Z
dc.identifier.doi	https://doi.org/10.1080/13573322.2014.981253
dc.identifier.idgrec	102569
dc.rights.accessRights	open access	es_ES