Representation of bodies with and without disabilities in secondary school physical education textbooks

Abstract

The main aim of our study was to analyse, through a content analysis of the photographs, how bodies with and without disabilities are represented in secondary Spanish physical education (PE) textbooks. Only 10% of the photographs portray bodies with disabilities. Bodies with disabilities were fully engaged in adapted sports activities, while bodies without disabilities were engaged in a variety of physical activity domains. Our results showed a step back in the general construction of an environment that respects the construction of personal identity and reflects the new human rights-based approach to education. Taking into account that the visual representation in the education context plays an important role in the construction of difference, our research updates the dominant discourse about ability in the school setting. In conclusion, a critical evaluation of curriculum materials could help to promote discussions about alternative discourses on body diversity in schools and particularly in PE.

Acknowledgements

The authors would like to thank to reviewers for their critical reading and for useful comments, which helped to improve the manuscript. Martínez-Bello was supported by a research postdoctoral visit fellowship (2016) from the Research and Scientific Policy Department of the Univesity of Valencia, Spain.