The Impact of the Gendered Environment on the Pedagogy of Physical Education in Primary Schools in Central Uganda

Abstract

Purpose: The Purpose of the Study was to Examine the Environment in which the Pedagogy of Physical. Education (P.E) in Primary Schools in Central Uganda takes Place. P.E is Still the Most Gendered School Subject in Many Parts of the World.

Methodology: The Study was Qualitative in Nature, and so the Design. Maximum Variation Sampling was used and Five Primary Schools were selected Because of their Geographical Locations and School Categories in Uganda. In each School, Two Classes were Selected, Primary Three and Six. The Data Collection Methods Included Participatory Observations, Field Notes, Focus Group Discussions (FGDs), Interviews and Document Analysis. I Started by Studying the Documents Namely, the P.E Curriculum, P.E and Gender Policies, Schemes and Lesson Plans. I Observed P.E Classes for Eight Weeks, at the End of Which I Engaged Pupils in FGDs, Teachers and Administrators in Semi-Structured Qualitative Interviews.

Findings: The Physical Environment was Inadequate with Poor, Insufficient Facilities and Equipment. Most of the Playgrounds were Rough and Unlevelled, Dusty in a Dry Season and Muddy in a Rainy One Rendering the Environment Uncomfortable and Sometimes Dangerous. The Social Learning Environment was Corrupted by Stereotypes where Teachers and Boys Dominated Girls and the P.E Classes. With Inadequate and Poor Equipment /Facilities, P.E Became More Problematic Especially in the Co-educational Classes where Pupils Would Abuse and Sometimes Fight Each Other with Boys Tripping Girls. The poor Gender Relations in the P.E Classes, and the Inadequate Facilities and Equipment Made the Class Environment Hostile and Gender Irresponsive. The P.E Class Environment Worked More against Girls, and Boys Who did not conform to Ideal Forms of Masculinity.

Unique Contribution to Theory, Practice and Policy: The results clearly show that schools need strong policies especially for teachers to guard against discrimination, segregation and sexism. The gender policies streamline the pedagogical processes and structures in classes /schools for equal opportunities for all. Besides, the gender-education theory by jo-anne dillabough informed the study. I have also developed a gender responsive pedagogy model framework for schools in Uganda to improve the pedagogical, curriculum development and implementation processes for P.E, thereby embracing policies of equal access and development. Lastly, ethics played a major role in the conduct of this study.