Dancing Queer Tango: An Experience of Queer Pedagogy in PESTE

Click name to view affiliation

Sofía Pereira-García Universitat de València

Search for other papers by Sofía Pereira-García in
Current site
Google Scholar
PubMed
Close
*
,
Elena López-Cañada Universitat de València

Search for other papers by Elena López-Cañada in
Current site
Google Scholar
PubMed
Close
*
, and
Agnes Elling-Machartzki Mulier Instituut

Search for other papers by Agnes Elling-Machartzki in
Current site
Google Scholar
PubMed
Close
*
Restricted access

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.

Pereira-García is with the Departament de Treball Social i Serveis Socials, Universitat de València, Valencia, Spain. López-Cañada is with the Departament d’Educació Física i Esportiva, Universitat de València, Valencia, Spain. Elling-Machartzki is with the Mulier Instituut, Utrecht, The Netherlands.

López-Cañada (Elena.lopez-canada@uv.es) is corresponding author.
  • Collapse
  • Expand
  • Ahmed, S. (2012). On being included. Racism and diversity in institutional life. Durham, NC: Luke University Press.

  • Allen, L. (2015). Queer pedagogy and the limits of thought: Teaching sexualities at university. Higher Education Research and Development, 34(4), 763775. doi:10.1080/07294360.2015.1051004

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Azzarito, L., & Katzew, A. (2010). Performing identities in physical education: (En)gendering fluid selves. Research Quarterly for Exercise & Sport, 81(1), 2537. PubMed ID: 20387396 doi:10.1080/02701367.2010.10599625

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Azzarito, L., & Solmon, M. (2009). An investigation of students’ embodied discourses in physical education: A gender project. Journal of Teaching in Physical Education, 28(2), 173191 doi:10.1123/jtpe.28.2.173

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Batchelor, R. (2015). Queer tango as tool for change: A case for the sharing of insights with others. In B. Havmoeller, R. Batchelor, & O. Aramo (Eds.), The queer tango book ideas, images and inspiration in the 21st century (pp. 113117). Aarhus, Denmark: Birthe Havmoeller/Queertangobook.org. ISBN 978-87-998024-1-8.

    • Search Google Scholar
    • Export Citation
  • Batchelor, R. (2018). Dancing to change the world: Is the dancing of queer tango good politics? Paper presented at the PoP MOVES Conference “Memory, Migration & Movement.” Paris: Université de Paris Nanterre.

    • Search Google Scholar
    • Export Citation
  • Beggan, J.K., & Scott, A. (2014). Leading, following and sexism in social dance: Change of meaning as contained secondary adjustments. Leisure Studies, 33(5), 508532. doi:10.1080/02614367.2013.833281

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Blume, L.B. (2003). Embodied [by] dance: Adolescent de/constructions of body, sex and gender in physical education. Sex Education, 3(2), 95103. doi:10.1080/14681810309035

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77101. doi:10.1191/1478088706qp063oa

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Britzman, D.P. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory, 45(2), 151165. doi:10.1111/j.1741-5446.1995.00151.x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bryson, & de Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect. Canadian Journal of Education, 18(3), 285305. doi:10.2307/1495388

  • Butler, J. (1990). Gender trouble. Feminism and the subversion of identity. New York: Routledge.

  • Butler, J. (1993). Bodies that matter. On the discursive limits of “sex”. New York: Routledge.

  • Butler, J. (1995). Melancholy gender-refused identification. Psychoanalytic Dialogues, 5(2), 165180. doi:10.1080/10481889509539059

  • Chapman, J., Sykes, H., & Swedberg, A. (2003). Wearing the secret out: Performing stories of sexual identities. Youth Theatre Journal, 17(1), 2737. doi:10.1080/08929092.2003.10012548

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Clarke, G. (1998). Queering the pitch and coming out to play: Lesbians in physical education and sport. Sport, Education and Society, 3(2), 145160. doi:10.1080/1357332980030202

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Coll, L. (2019). ‘Somewhere over the rainbow’: Queer(y)ing physical education teacher education. In J.L. Walton-Fisette, S. Sutherland, & J. Hill (Eds.), Teaching about social justice issues in physical education (pp. 241254). Charlotte, NC: Information Age Publishing.

    • Search Google Scholar
    • Export Citation
  • Coll, L., Enright, E., & O’Sullivan, M. (2014). The dangers of a single story: Heteronormativity in physical education. In S.B. Flory, S. Sanders, & A. Tischler (Eds.), Sociocultural issues in physical education: Case studies for teachers (pp. 101114). New York: Rowman & Littlefield.

    • Search Google Scholar
    • Export Citation
  • Connell, R.W., & Messerschmidt, J.W. (2005). Hegemonic masculinity. Rethinking the concept. Gender and society, 19(6), 829859. doi:10.1177/0891243205278639

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Davis, K. (2015). Dancing tango. Passionate encounters in a globalizing world. New York: New York University Press.

  • Denzin, N.K. (2015). Triangulation. In G. Ritzer (Ed.), The Blackwell encyclopedia of sociology (pp. 50835088). Hoboken: John Wiley & Sons.

    • Search Google Scholar
    • Export Citation
  • Devís-Devís, J., & Sparkes, A.C. (1999). Burning the book: A biographical study of a pedagogically inspired identity crisis in physical education. European Physical Education Review, 5, 135152.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Devís-Devís, J., Pereira-García, S., Fuentes-Miguel, J., López-Cañada, E., & Pérez-Samaniego, V. (2018). Opening up to trans persons in Physical Education–Sport Tertiary Education: Two case studies of recognition in queer pedagogy. Physical Education and Sport Pedagogy, 23(6), 623635. doi:10.1080/17408989.2018.1485142

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 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), 103116. doi:10.1080/17408989.2017.1341477

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Doan, P.L. (2010). The tyranny of gendered spaces–Reflections from beyond the gender dichotomy. Gender, Place & Culture, 17(5), 635654. doi:10.1080/0966369X.2010.503121

    • Crossref
    • Search Google Scholar
    • Export Citation
  • DoCampo, M. (2015). What is queer tango? In B. Havmoeller, R. Batchelor, & O. Aramo (Eds.), The Queer tango book; Ideas, images and inspiration in the 21st century (pp. 1318). Aarhus, Denmark: Birthe Havmoeller/Queertangobook.org. ISBN 978-87-998024-1-8

    • Search Google Scholar
    • Export Citation
  • Fielding, N.G. (2009). Going out on a limb postmodernism and multiple method research. Current Sociology, 57(3), 427447. doi:10.1177/0011392108101591

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Fitzpatrick, K. (2013). Critical pedagogy, physical education and urban schooling. New York: Peter Lang.

  • Fitzpatrick, K., & McGlashan, H. (2016). Rethinking “straight pedagogy”: Gender, sexuality and physical education. In D.B. Robinson & L. Randall (Eds.), Social justice in physical education: Critical reflections and pedagogies for change (pp. 102121). Toronto, Ontario: Canadian Scholar Press Inc.

    • Search Google Scholar
    • Export Citation
  • Flintoff, A. (2000). Sexism and homophobia in physical education: The challenge for teacher educators. In K. Green & K. Hardman (Eds.), Physical education: A reader (pp. 291313). UK: Meyer & Meyer Sport.

    • Search Google Scholar
    • Export Citation
  • Fuentes-Miguel, J., Pereira-García, S., López-Cañada, E., Pérez-Samaniego, V., & Devís-Devís, D. (2016). Orientaciones para una educación física trans inclusiva [Orientations for a trans inclusive physical education]. Tándem: Didáctica de la Educación Física, 54, 4550.

    • Search Google Scholar
    • Export Citation
  • Gard, M. (2003). Being someone else: Using dance in anti-oppressive teaching. Educational Review, 55(2), 211223. doi:10.1080/0013191032000072236

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Gard, M. (2008). When a boy’s gotta dance: New masculinities, old pleasures. Sport, Education and Society, 13(2), 181193. doi:10.1080/13573320801957087

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Garrett, R., & Wrench, A. (2016). Redesigning pedagogy for boys and dance in physical education. European Physical Education Review, 24(1), 97113. doi:10.1177/1356336X16668201

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Grimshaw, A. (1982). Sound-image data records for research on social interaction: Some questions answered. Sociological Methods and Research, 11(2), 121144. doi:10.1177/0049124182011002002

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Harrison, R., & Shipley, C. (2019). Disrupting the heteronormative and homophobic culture within physical education: Creating inclusive spaces in the gymnasium. In J. L. Walton-Fisette, S. Sutherland, & J. Hill (Eds.), Teaching about social justice issues in physical education (pp. 255266). Charlotte, NC: Information Age Publishing, Inc.

    • Search Google Scholar
    • Export Citation
  • Havmøller, B. (2018). 10 Dogme rules for the dance style of ‘Queer tango’. In B. Havmøller (Ed.), Queer tango Salon London 2017 (pp. 2833). Aarhus, Denmark: Birthe Havmøller, Queertangobook.org. ISBN 978-87-998024-2-5.

    • Search Google Scholar
    • Export Citation
  • Havmoeller, B., Batchelor, R., & Aramo, O. (2015). The queer tango book: Ideas, images and inspiration in the 21st century. Aarhus, Denmark: Birthe Havmoeller/Queertangobook.org.

    • Search Google Scholar
    • Export Citation
  • Inkle, K. (2002). Embodying diversity: Pedagogies of transformation. In Y. Taylor (Ed.), Educational diversity (pp. 159179). London: Palgrave Macmillan.

    • Search Google Scholar
    • Export Citation
  • Jackson, C. (2010). Fear in education. Educational Review, 62(1), 3952. doi:10.1080/00131910903469544

  • Kaley, A., Hatton, C., & Milligan, C. (2019). More than words: The use of video in ethnographic research with people with intellectual disabilities. Qualitative Health Research, 29(7), 931943. PubMed ID: 30520345 doi:10.1177/1049732318811704

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kleinubing, N.D., Saraiva, M.C, & Francischi, V.G. (2013). A dança no ensinomédio: Reflexões sobre estereótipos de gênero e movimento [Dance in high school: Reflections on gender stereotypes and movement]. Revista Da Educacao Física/ UEM, 24(1), 7182.

    • Search Google Scholar
    • Export Citation
  • Kumashiro, K. (2002). Troubling education. Queer activism and antioppressive pedagogy. New York: Routledge Falmer.

  • Landi, D. (2018). Toward a queer inclusive physical education. Physical Education and Sport Pedagogy, 23(1), 115. doi:10.1080/17408989.2017.1341478

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Landi, D. (2019). Queer men, affect, and physical education. Qualitative Research in Sport, Exercise and Health, 11(2), 168187. doi:10.1080/2159676X.2018.1504230

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Landi, D., Flory, S.B., Safron, C., & Marttinen, R. (2020). LGBTQ research in physical education: A rising tide? Physical Education and Sport Pedagogy, 25(3), 259273. doi:10.1080/17408989.2020.1741534

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Larsson, H., Quennerstedt, M., & Öhman, M. (2014). Heterotopias in physical education: Towards a queer pedagogy? Gender and Education, 26(2), 135150. doi:10.1080/09540253.2014.888403

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Larsson, H., Redelius, K., & Fagrell, B. (2011). Moving (in) the heterosexual matrix. On heteronormativity in secondary school physical education. Physical Education and Sport Pedagogy, 16(1), 6781. doi:10.1080/17408989.2010.491819

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Light, R. (2008). Boys, the body, sport and schooling. Sport, Education and Society, 13(2), 127130. doi:10.1080/13573320801957046

  • Lisahunter (2019). What a queer space is HPE, or is it yet? Queer theory, sexualities and pedagogy, Sport. Education and Society, 24, 112.

    • Search Google Scholar
    • Export Citation
  • Lloyd, M. (1999). Performativity, parody, politics. Theory, Culture & Society, 16(2), 195213. doi:10.1177/02632769922050476

  • Lomax, H., & Casey, N. (1998). Recording social life: Reflexivity and video methodology. Sociological Research Online, 3(2), 121146. doi:10.5153/sro.1372

    • Crossref
    • Search Google Scholar
    • Export Citation
  • López-Cañada, E., Devís-Devís, J., Pereira-García, S., & Pérez-Samaniego, V. (2019). Socio-ecological analysis of trans people’s participation in physical activity and sport. International Review for the Sociology of Sport, 119.

    • Search Google Scholar
    • Export Citation
  • Luhmann, S. (1998). Queering? Querying pedagogy? or, pedagogy is a pretty queer thing. In W.F. Pinar (Ed.), Queer theory in education (pp. 141156). New York: Routledge.

    • Search Google Scholar
    • Export Citation
  • McDonough, S., Forgasz, R., Berry, A., & Taylor, M. (2016). All brain and still no body: Moving towards a pedagogy of embodiment in teacher education. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 433441). Herstmonceux Castle, East Sussex, England: Self-Study of Teacher Education Practice.

    • Search Google Scholar
    • Export Citation
  • Murray, O.J. (2015). Queer inclusion in teacher education. Bridging theory, research, and practice. New York: Routledge.

  • Nguyen, D.J., & Larson, J.B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovative Higher Education, 40(4), 331344. doi:10.1007/s10755-015-9319-6

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Nowell, L.S., Norris, J.M., White, D.E., & Moules, N.J. (2017). Thematic analysis. International Journal of Qualitative Methods, 16 1, 160940691773384. doi:10.1177/1609406917733847

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Pérez-Samaniego, V., Fuentes-Miguel, J., Pereira-García, S., & Devís-Devís, J. (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), 9851002. doi:10.1080/13573322.2014.981253

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research. Investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27(3), 6275.

    • Search Google Scholar
    • Export Citation
  • Pinar, W.F. (1998). Queer theory in education. Mahwah, NJ: Lawrence Erlbaum Associates.

  • Prieur, A. (1994). ‘I am my own special creation’: Mexican homosexual transvestites’ construction of femininity. Young, 2(3), 317. doi:10.1177/110330889400200302

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Purser, A. (2018). Toward a queer phenomenology of queer tango. In B. Havmøller (Ed.), Queer tango Salon London 2017 . (pp. 2327) Queer tango Project Publication. Aarhus, Denmark: Birthe Havmøller, Queertangobook.org. ISBN 978-87-998024-2-5.

    • Search Google Scholar
    • Export Citation
  • Risner, D. (2007) Rehearsing masculinity: Challenging the ‘boy code’ in dance education, Research in Dance Education, 8(2), 139153. doi:10.1080/14647890701706107

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rodríguez, N.M. (2016). Trans generosity. In N.M Rodríguez, W.J. Martino, J.C. Ingrey, & E. Brockenbrough (Eds.), Critical concepts in queer studies and education. An international guide for the twenty-first century (pp. 407420). New York: Palgrave Macmillan.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.) London: SAGE Publications.

  • Saldaña, J. (2015). Thinking qualitatively: Methods of mind. London: SAGE Publications.

  • Saraç, L., & McCullick, B. (2017). The life of a gay student in a university physical education and sports department: A case study in Turkey. Sport, Education and Society, 22(3), 338354. doi:10.1080/13573322.2015.1036232

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Savigliano, M. (2010). Notes on tango (as) queer (commodity). Anthropological Notebooks, 16(3), 135143.

  • Schneider, B. (2013). Heteronormativity and queerness in traditional heterosexual Salsa communities. Discourse & Society, 24(5), 553571. doi:10.1177/0957926513486071

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Shlasko, G.D. (2005) Queer (v.) Pedagogy. Equity & Excellence in Education, 38(2), 123134. doi:10.1080/10665680590935098

  • Shogan, D., & Davidson, J. (1999). Parody of the gay games: Gender performativity in sport. Journal of the Canadian Lesbian and Gay Studies Association, 1, 87108.

    • Search Google Scholar
    • Export Citation
  • Simpson, P. (2011). “So, as you can see. . .” some reflections on the utility of video methodologies in the study of embodied practices. Area, 43(3), 343352. doi:10.1111/j.1475-4762.2011.00998.x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Smith, B., & McGannon, K.R. (2018). Developing rigor in qualitative research: Problems and opportunities within sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101121. doi:10.1080/1750984X.2017.1317357

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Standal, Ø.F. (2015). Phenomenology in physical education. Oxon: Routledge.

  • Stone, A. (2013). Flexible queers, serious bodies: Transgender inclusion in queer spaces. Journal of Homosexuality, 60(12), 16471665. PubMed ID: 24175886 doi:10.1080/00918369.2013.834209

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sutherland, A. (2013). The role of theatre and embodied knowledge in addressing race in South African higher education. Studies in Higher Education, 38(5), 728740. doi:10.1080/03075079.2011.593620

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sykes, H. (1998). Turning the closets inside/out: Towards a queer-feminist theory in women’s physical education. Sociology of Sport Journal, 15(2), 154173. doi:10.1123/ssj.15.2.154

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sykes, H. (2011). Queer bodies: Sexualities, genders, & fatness in physical education. New York:  Peter Lang.

  • Taylor, Y., & Cuthbert, K. (2019). Queer religious youth in faith and community schools. Educational Review, 71(3), 382396. doi:10.1080/00131911.2017.1423279

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Thorpe, H. (2009). Bourdieu, feminism and the physical culture: Gender reflexivity and the habitus-field complex. Sociology of Sport Journal, 26(4), 491516. doi:10.1123/ssj.26.4.491

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Toomey, R.B., McGuire, J.K., & Russell, S.T. (2002). Heteronormativity, school climates, and perceived safety for gender nonconforming peers. Journal of Adolescents, 35(1), 187196. doi:10.1016/j.adolescence.2011.03.001

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Trujillo, G. (2015). Pensar desde otro lugar, pensar lo impensable: Hacia una pedagogía queer. Educacao e Pesquisa, 41, 15271540. doi:10.1590/S1517-9702201508142550

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Waite, S. (2017). Teaching queer. Radical possibilities for writing and knowing. Pittsburgh, PA: The University of Pittsburgh Press.

  • Walton-Fisette, J.L., Richards, K.A.R., Centeio, E.E., Pennington, T.R., & Hopper, T. (2019). Exploring future research in physical education: Espousing a social justice perspective. Research Quarterly for Exercise and Sport, 90(4), 440451. PubMed ID: 31188074 doi:10.1080/02701367.2019.1615606

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ward, J., & Schneider, B. (2009). The reaches of heteronormativity. Gender and Society, 23(4), 433439. doi:10.1177/0891243209340903

  • Wrench, A., & Garrett, R. (2017.) Gender encounters: Becoming teachers of physical education. Sport, Education and Society, 22(3), 321337. doi:10.1080/13573322.2015.1032922

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Wright, J. (1995). A feminist poststructuralist methodology for the study of gender construction in physical education: Description of a study. Journal of Teaching in Physical Education, 15(1), 124. doi:10.1123/jtpe.15.1.1

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics and Education, 10(2), 163174. doi:10.1080/17449642.2015.1039274

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 4163 528 25
Full Text Views 117 38 2
PDF Downloads 150 20 2