99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Perceptions and Experiences of Women Academics in Turkey Regarding Mansplaining
Rozerin Yaşa1, Kadriye Begüm Doğruyol Aladak2
1Ankara University, Turkey; 2Marmara University, Turkey
Presenting Author: Yaşa, Rozerin
Abstract
This research aims to examine the perceptions of women academics in Turkey about the concept of mansplaining and to reveal and interpret their experiences of being exposed to it. Mansplaining is defined as the act of explaining something to someone in a patronizing and condescending manner (Reagle, 2016). In other words, it is the practice of a man explaining something to a woman in a way that shows he thinks he knows and understands more than she does (Oxford Dictionary, 2022). Mansplaining, in its simplest form, is the practice of silencing women by men. However, women from different social backgrounds can experience this in different forms and intensities. When the related literature is examined, it is seen that the concept of mansplaining is studied by analysing social media (Bridges, 2017; Lutzsky, 2021), it is analysed through the lens of epistemic injustice and it is determined what mansplaining is and what its damages are (Dular, 2021), a mixed-method study (Koc-Michalska, et al., 2021) which investigated the younger version of mansplaining in primary schools and examined the nature, prevalence and relations of the concept of mansplaining in modern working life. This research will examine the perceptions of women academics in Turkey about mansplaining and reveal their negative experiences, the obstacles and problems they face, the effects of this situation on their academic careers and their solution suggestions to overcome these problems will be revealed and interpreted.
Debates on patriarchy, gender inequalities, gender-based violence, and mansplaining encountered by women both in their social and working life as well as in academia have increased from past to present in European countries and around the world. The intensity of the discussions in this regard suggests that there are still some problems or deficiencies in the implementation of gender equality policies and in the elimination of patriarchy and the masculine mindset in academia.
Methodology, Methods, Research Instruments or Sources UsedThe research is designed with the qualitative method, phenomenological research design. The reason for using the phenomenological design is that it is a design that reveals the ways in which more than one participant makes sense of a phenomenon or a concept they have experienced in phenomenology studies (Creswell, 2014). Criterion sampling technique will be used. It is planned to interview minimum 10 women academics from various universities who are interested in this issue or who have been exposed to mansplaining in their academic career. A semi-structured interview form developed by the researchers will be used to collect the data. NVivo 10 package programme will be used in the analysis of qualitative data. The data will be analysed by the content analysis method. Finally, the findings will be interpreted with key findings summarised and analysed.
Conclusions, Expected Outcomes or FindingsThe research findings are expected to raise national and international awareness of the issue and provide solution suggestions by revealing the problems experienced by women academics in Turkey regarding mansplaining and their perceptions of this concept.
ReferencesBridges, J. (2017). Gendering metapragmatics in online discourse:“Mansplaining man gonna mansplain…”. Discourse, Context & Media, 20, 94-102.
Creswell, J. W., (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage Publications.
Dular, N. (2021). Mansplaining as epistemic injustice. Feminist Philosophy Quarterly, 7(1).
Koc-Michalska, K., Schiffrin, A., Lopez, A., Boulianne, S., & Bimber, B. (2021). From online political posting to mansplaining: The gender gap and social media in political discussion. Social Science Computer Review, 39(2), 197-210.
Lutzky, U., & Lawson, R. (2019). Gender politics and discourses of# mansplaining,# manspreading, and# manterruption on Twitter. Social Media+ Society, 5(3), 2056305119861807.
Oxford Dictionary (2022). Mansplaining. https://www.oxfordlearnersdictionaries.com/definition/english/mansplaining?q=mansplaining
Reagle, J. (2016). The obligation to know: From FAQ to Feminism 101. New Media & Society, 18(5), 691-707.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
French Contribution to Trans Studies in Physical Education
Bastien Pouy-Bidard
CY Cergy Paris Université, France
Presenting Author: Pouy-Bidard, Bastien
Far from medical considerations (Stone, 1987), trans studies have become widely established in the field of education and trans*formational pedagogies are currently emerging in different countries (Nicolazzo et al., 2015).
The inclusion of "trans" students divides the French Republican school. Some professionals of the French education system, driven by the universalist tradition of the school as an institution (Haby, 1975) and its gender blind ambition, have difficulty accepting the recognition of students' gender identity. However, for some years now, we have been forced to note the intensification of differentialist orientations in French schools (Jospin, 1989) and the crumbling of the indifference to differences model (Rochex, 2020). Unsurprisingly, in 2021, a memo was published, aiming the actors of the French national education system, and entitled "for a better consideration of gender identity matters in the school environment".
Although the document undeniably provides fairly explicit guidelines, the fact remains that Éducation Physique et Sportive (EPS) – French Physical Education (PE) – is surprisingly evacuated from the subject, leaving the questions expressed by teachers in this discipline unanswered (Couchot-Shiex, 2019).
It must be said that trans studies in Education and Training Sciences are struggling to emerge in the Francophone context (Richard & Alessandrin, 2019). In France, there is a real dearth of scientific work on the experiences of young "trans" people in EPS, justifying the absence of institutional recommendations for professionals in the discipline.
On the other hand, in Europe and on the other side of the Atlantic, research investigating trans-identified people in Physical Education (PE) is multiplying. Different disciplinary particularisms are addressed: motor skills (Devís-Devís et al., 2018); locker rooms (Jones et al., 2016); groups (Hargie et al., 2017); performances (Devís-Devís, et al., 2018); physical, sports and artistic activities (McBride, 2021); or teachers (Foley et al., 2016).
Inspired by those, we have modestly begun, since 2020, to approach trans studies in EPS (Pouy-Bidard, 2022), an eminently singular discipline in the context of the "French-style" Republican School. On the occasion of the Emerging Researchers' Conference (ERC), we offered to explicitly answer these questions: what are the experiences of "trans" students in PE in France? And do they differ significantly from those of European "trans" youth?
The main hypothesis lies in the idea that PE, when it is an eminently scholastic teaching discipline in France, and when it officially is at odds with the competitive sports model, the experiences of "trans" students differ from those of their European counterparts. Put to the test, the validation or invalidation of this answer thus intends to make a singular contribution to the co-construction of the "trans-school-PE" research object on an international scale.
Methodology, Methods, Research Instruments or Sources Used
In order to propose a genuine assessment of the situation in the French context, this exploratory work adopts a qualitative method. In order to truly understand (Bourdieu, 2015/1993) what is at stake for these young people, the approach embraced is eminently inductive, seeking to explore what’s real without presupposing results (Strauss & Glaser, 1967).
Aware that experience is undeniably declarative (Dubet, 1994), our approach is to interview the people it affects the most: young "trans" people. Moreover, seizing their emotions, feelings and sentiments in EPS allows us to use the techniques of the comprehensive interview (Kaufmann & Singly, 2011/1996) based on the principle of empathy with the interlocutors.
Seven interviews are conducted with young people who define themselves as follows: two trans girls (Cassandra and Sarah), claiming a (trans)female gender identity but assigned to the (cis)male gender at birth, and five trans boys (Baptiste, Alexandre, Tristan, Quentin and Sacha) expressing a (trans)male gender identity but assigned to the (cis)female gender at birth. They are between the ages of 18 and 21 and report becoming aware of their gender identity in primary school, middle school, or high school. Three of them have explicitly declared their trans identity in school. They are Alexandre, Cassandre and Baptiste.
In order to define and situate the experiences of these young people in EPS in a European context, the interviews give rise to a thematic analysis that allows for a broad overview (Becker, 2017) of the object of study. The verbatims from the various meetings are coded into units of meaning and then categorized. A thematic analysis grid is then constructed, working in two directions (Combessie, 2007): transversal and aiming to identify the experience of each of the interlocutors; and longitudinal, giving rise to a comparison of experiences between different European contexts.
Conclusions, Expected Outcomes or Findings
The analysis led to the identification of six eminently gendered disciplinary particularities in EPS that are central to the experiences of the young people surveyed in the French educational system: the locker room; the body; groups; performance grading scales; the relationship to sports and artistic physical activities; and the relationship to the teacher. In addition, the positioning of each of the young people with respect to them is strongly attached to their transition’s journey. Our results thus indicate that students who have not come out tend to adopt a critical stance regarding gender hegemony in the discipline. They seem to be more comfortable with it - moreover, satisfied with it - once they are out: they perform gender (Butler, 1990).
These observations, put in perspective with other educational systems, concur with the work of our Spanish and British peers. Unlike our initial hypothesis stated, the points of tension raised by trans-identified people seem identical. Nevertheless, it appears more relevant to underline the responses given by the young people that express the need to take into account trans-identities in the school environment and more particularly in PE.
From our point of view, one of the French contributions to trans studies in Physical Education lies in the idea that differentialism - in terms of gender - leads to many blind spots for the inclusion of "trans" students, and that a redefinition of universalism is certainly, and under certain conditions, a possible way to think about the inclusion of "trans" students in PE and more broadly of students in schools.
ReferencesBecker, H. S. (2017). Evidence. The University of Chicago Press.
Butler, J. (1990) Gender Trouble: Feminism and the Subversion of Identity. Routledge.
Bourdieu, P. (2015/1993). La misère du monde. Éditions Points.
Combessie, J.-C. (2007). La méthode en sociologie: La Découverte.
Couchot-Schiex, S. (2019). Du genre en éducation : Pour des clés de compréhension d’une structure du social. L’Harmattan.
Devís-Devís, J., Pereira-García, S., López-Cañada, E., Pérez-Samaniego, V., & Fuentes-Miguel, J. (2018). Looking back into trans persons’ experiences in heteronormative secondary physical education contexts. Physical Education and Sport Pedagogy, 23(1), 103‑116.
Dubet, F. (1994). Sociologie de l’expérience. Editions du Seuil.
Foley, J. T., Pineiro, C., Miller, D., & Foley, M. L. (2016). Including Transgender Students in School Physical Education. Journal of Physical Education, Recreation & Dance, 87(3), 5‑8.
Glaser, B. & Strauss, A. (1967). The discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.
Hargie, O. D., Mitchell, D. H., & Somerville, I. J. (2017). "People have a knack of making you feel excluded if they catch on to your difference" : Transgender experiences of exclusion in sport. International Review for the Sociology of Sport, 52(2), 223‑239.
Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2016). School experiences of transgender and gender diverse students in Australia. Sex Education, 16(2), 156‑171.
Kaufmann, J.-C., & Singly, F. de. (2011/1996). L’entretien compréhensif. A. Colin.
McBride, R.-S. (2021). A literature review of the secondary school experiences of trans youth. Journal of LGBT Youth, 18(2), 103‑134.
Nicolazzo, Z., Marine, S., & Galarte, F. (2015). Trans*formational Pedagogies. Transgender Studies Quartely, 2(3).
Pouy-Bidard, B. (2022). Transidentités en Éducation Physique et Sportive (EPS). L'Harmattan.
Richard, G., & Alessandrin, A. (2019). Politiques éducatives et expériences scolaires des jeunes trans au Québec et en France : Un panorama. Genre, sexualité et société, 21.
Rochex, J.-Y. (2020). Pomouvoir la diversité et la reconnaissance ou l’égalité et de développement de la normativité ? Plaidoyer pour le modèle des droits pédagogiques de Basil Bernstein. In B. Garnier, J.-L. Derouet, R. Malet, & P. Kahn (Éds.), Sociétés inclusives et reconnaissance des diversités : Le nouveau défi des politiques d’éducation. PUR.
Stone, S. (1987). The Empire Strikes Back: A Posttranssexual Manifesto.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Voices from Girls with Autism - Lived Experience of Participation in Secondary School
Helena Josefsson
University of Gothenburg, Faculty of Education, Department of Education and Special Education, PhD Programme, Sweden
Presenting Author: Josefsson, Helena
Introduction
In recent years, a previously invisible group of student has received more attention, girls with autism and their situation in school, both socially and pedagogically. Diagnosis criteria and most knowledge are previously based on boys (Kopp, 2010). The research today describes a group of girls that is marginalized and excluded, there are major difficulties that are not always visible as the girls strive to fit into the norm and struggle to achieve passing grades (Carpenter et al., 2019; Cook et al., 2018; Goodall & Mackenzie, 2019). This paper focus on the lived experience of participation in school context by semi-structured interviews with 11 girls with autism in secondary school. A large part of the previous research that exist comes from a psychological perspective, by having a focus on participation in a school context, the contribution of this study is a pedagogical perspective.
Girls with autism face difficulties both socially and pedagogically in daily school activities. According to Tomlins et al (2020) the school environment was experienced as stressful and difficult to manage. Moyse and Porter (2015) found four themes that gave difficulties during the day in school: the rules and norms, collaboration, completing school work and interaction with classmates during different activities. Socially the girls have a desire to have friends, but often feel excluded and alone, they experince difficulties to make friends and also to maintain a friendship (Myles et al, 2019; Cook et al, 2018).
The concept of participation is about being a part of something; it involves both an accessibility and a sense of belonging. According to World Health Organisation (2001) participation is about a persons engagement in their own life situation. In research there are two components that defines participation: accessibility to an acivity and the feeling of participation (Falkmer m. fl., 2012; Hodges m. fl., 2020; Simpson m. fl., 2019).
Aim and research question
Participation is an important factor in feeling included and recognized (WHO, 2001), which is a starting point for success in school and the rest of the society as well. The aim of this study is to investigate how girls with autism in secondary school experience participation in a school context.
How do girls with autism experience participation in their daily school life, both socially and pedagogically?
Theoretical framework
Point of departure in this study is that the society in its particular time and space create an understanding of each other through social constructions (Hacking, 1999). The constructions, the ideas, affect how we interact and also have an impact on self-awareness. Girls with autism is in fact objects, it is our concepts and beliefs which becomes a social construction. School as a space becomes important here, how the girls´self-images is created and re-created within the school as a space. Social constructions are created in communication and interaction with others.
A theoretical model for participation
To clarify and anderstand the concept of participation a theoretical model, developed by The Swedish National Agency for Special Needs education and Schools (SPSM, 2018) will be used both as a conceptual and analytic framework. The model shows that participation can be seen from six different aspects: accessibility, recognition, a sense of belonging, engagement, interaction and autonomy. These aspects provides a common language and a deeper understanding for the concept participation. They are not individual parts that stand on their own independently of each other. Rather, it helps to clarify and visualize the complexity of participation.
Methodology, Methods, Research Instruments or Sources UsedStudy Design
This research study is a part of a thesis based on qualitative methods. To answer the research question semi-structured interviews (Kvale & Brinkmann, 2014) were conducted with 11 girls. The following criteria were met by the participants: girl, Autism diagnosis, age 13-15 years, mainstream school.
The participants were found through snowball sampling; Social media, the researchers network and interest groups.
Sensitive interviews
The data was collected in the fall of 2022 and the interviews were conducted according to the participants wishes, such as at home, at school or the library. Some of the girls chose to have a companion with them and before the interview they were informed about the purpose and question. The researcher took time to get to know the participants, there intereset and well being. An empathetic approach was necessary during the interviews as some of the questions aroused emotions. There were ethical considerations as there is a power imbalance to be aware of between researcher and participants. The interviews took between 30-60 minutes each time, audio was recorded and later transcribed.
Analysis
The data were analyzed following Braun and Clarke (2006) thematic analysis which describe a theme as important findings about the data in relation to the research question. By using Braun and Clarke (2006) six phases of thematic analysis; familiarizing, generating initial codes, searching for themes, reviewing themes, defining and naming themes, producing the report, a deeper understaning of the data vill emerge.
Ethical considerations
Several dilemmas arise that need to be considered in accordance with good research practice (Vetenskapsrådet, 2017) such as the researcher´s previous knowledge and pre-understanding. According to Punch (2002) the way we see children affects the way we listen to them, which is essential to bare in mind in this study. In order to follow good research practice an informed consent is required and an ethical approval from the Swedish Ethical Review Board (Vetenskapsrådet, 2017) D nr 2022-01274-01.
Limitations
There is a lack of comparative study with boys, as well as with girls with intellectual disability. The participants are mainly from the swedish middle class, there is a lack of perspective from other backgrounds and lived experience. It is a difficult group to find, so this study can hopefully contribute with a deeper understanding and is seen as a piece of the puzzle where more research needs to be done.
Conclusions, Expected Outcomes or FindingsExpected Findings
A first level of analysis show that there are themes which are important to shred light upon, such as to Be seen and heard, A feeling of belonging and Autism stereotypes and misconceptions. Furthermore, there is also a need for a deeper discussion and reflection about disability, gender, diversity, adolescence and equity within the school context. This areas in the field of Educational Research has a relevance in an international and European context. Dilemmas about every childs´right to education and our understanding of diversity is of utmost importance regardless of country, but need to be understood in their own context.
ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology Qualitative research in psychology, 3(2),77-101. https://doi.org/10.1191/1478088706qp063oa
Carpenter, B., Happé, F., & Egerton, J. (2019). Girls and autism : educational, family and personal perspectives. Abingdon, Oxon New York, NY : Routledge.
Cook, A., Ogden, J., & Winstone, N. (2018). Friendship Motivations, Challenges and the Role of Masking for Girls with Autism in Contrasting School Settings European journal of special needs education, 33(3), 302-315. https://doi.org/10.1080/08856257.2017.1312797
Falkmer, M., Granlund, M., Nilholm, C., & Falkmer, T. (2012). From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions Developmental neurorehabilitation, 15(3), 191-201. https://doi.org/10.3109/17518423.2012.671382
Goodall, C., & Mackenzie, A. (2019). Title: what about my voice? Autistic young girls' experiences of mainstream school European journal of special needs education, 34(4), 499-513. https://doi.org/10.1080/08856257.2018.1553138
Hacking, I. (1999). The Social Construction of What? Harvard University Press.
Hodges, A., Joosten, A., Bourke-Taylor, H., & Cordier, R. (2020). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in developmental disabilities, 97. https://doi.org/10.1016/j.ridd.2019.103550
Kopp, S. (2010). Girls with social and/or attention impairments. Göteborg: Intellecta Infonolog AB.
Kvale, S. & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.
Moyse, R., & Porter, J. (2015). The experience of the hidden curriculum for autistic girls at mainstream primary schools. European journal of special needs education, 30(2), 187-201. https://doi.org/10.1080/08856257.2014.986915
Myles, O., Boyle, C., & Richards, A. (2019). The Social Experiences and Sense of Belonging in Adolescent Females with Autism in Mainstream School Educational & Child Psychology, 36(4), 8-21
Punsch, S. (2002). Research with children. The same or different from research with adults? Childhood SAGE Publications, London, Thousand Oaks and New Dehli, Vol. 9(3) :321-341
Simpson, K., Adams, D., Bruck, S., & Keen, D. (2019). Investigating the participation of children on the autism spectrum across home, school, and community: A longitudinal study. Child, Care, Health and Development, 45(5), 681-687 https://doi.org/10.1111/cch.12679
SPSM, Specialpedagogiska skolmyndigheten, 2018. Delaktighet – ett arbetssätt i skolan. Hämtad 2020-02-10 från: www.spsm.se/webbutiken
Tomlinson, C., Bond, C., & Hebron, J. (2020). The school experiences of autistic girls and adolescents: a systematic review European journal of special needs education, 35(2), 203-219.https://doi.org/10.1080/08856257.2019.1643154
Vetenskapsrådet (2017). Good research practice, Vetenskapsrådets rapportserie 3:2011. Hämtad från:https://publikationer.vr.se/en/product/good-research-practice/
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