Edge Hill University<\/p>\n\n\n\n
This MA Education dissertation investigates the experiences and perceptions of Early Career Teachers (ECTs) regarding homophobia in boys\u2019 secondary Physical Education (PE). While PE is often seen as an inclusive and enjoyable environment, this study critically examines how heteronormative masculine cultures within PE can foster homophobic attitudes and behaviours, particularly towards students who do not conform to traditional gender norms. The research explores how curriculum delivery, departmental cultures, and interactions among students, staff, and parents shape these dynamics.<\/p>\n\n\n\n
Employing a qualitative narrative inquiry approach, the study gathers data through semi-structured interviews with five male ECTs working in secondary schools across the North of England. It seeks to understand how these teachers experience and observe homophobia in PE settings, and how broader school cultures either challenge or reinforce these issues. Data will be analysed using Braun and Clarke\u2019s (2022) thematic analysis to identify key patterns and themes.<\/p>\n\n\n\n
The literature review positions the study within ongoing debates on homophobia in sport, gendered identities in PE, and heteronormativity in education. Foucauldian theories of power and discipline are used to interpret how PE practices reinforce dominant gender norms and marginalise non-conforming students. The study also reflects on historical influences such as Section 28 and current policies promoting inclusivity.<\/p>\n\n\n\n
Ethical considerations are paramount, with attention to confidentiality, informed consent, and compliance with British Educational Research Association (BERA) guidelines. Limitations include the small sample size, the absence of female perspectives, and potential biases, which may restrict the broader applicability of the findings.<\/p>\n\n\n\n
Simon Dougherty’s Edge Hill University staff page.<\/a>
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