Bodies,identities and performances: reconfiguring the language of gender and schooling

In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their behaviour. I shall examine some of the concepts we use for describing gender relations among children and consider the extent to which they are still useful. My main focus is on hegemonic masculinity; the female as Other; and ‘doing’ boy or girl, masculinity or femininity. I conclude that we need to take the language we use extremely seriously, and that in our work we need to primarily be focused on ensuring that all children are able to have ‘livable lives’ in school and elsewhere.     

Tomboys and girly-girls: embodied femininities in primary schools

This paper is about how 9–11-year-old children, particularly girls, co-construct tomboy and girly-girl identities as oppositional positions. The paper sits within a theoretical framework in which I understand individual and collective masculinities and femininities as ways of ‘doing man/woman’ or ‘doing boy/girl’ that are constructed within local communities of masculinity and femininity practice. Empirical data come from a one-year study of tomboy identities within two London primary schools. The paper explores the contrasting identities of tomboy and girly-girl, how they are constructed by the children, and how this changes as they approach puberty. The findings suggest that the oppositional construction of these identities makes it harder for girls to take up more flexible femininities, though it is possible to switch between tomboy and girly-girl identities at different times and places.     

The physiology of deep-water running

Deep-water running is performed in the deep end of a swimming pool, normally with the aid of a flotation vest. The method is used for purposes of preventing injury and promoting recovery from strenuous exercise and as a form of supplementary training for cardiovascular fitness. Both stroke volume and cardiac output increase during water immersion: an increase in blood volume largely offsets the cardiac decelerating reflex at rest. At submaximal exercise intensities, blood lactate responses to exercise during deep-water running are elevated in comparison to treadmill running at a given oxygen uptake (VO2). While VO2, minute ventilation and heart rate are decreased under maximal exercise conditions in the water, deep-water running nevertheless can be justified as providing an adequate stimulus for cardiovascular training. Responses to training programmes have confirmed the efficacy of deep-water running, although positive responses are most evident when measured in a water-based test. Aerobic performance is maintained with deep-water running for up to 6 weeks in trained endurance athletes; sedentary individuals benefit more than athletes in improving maximal oxygen uptake. There is some limited evidence of improvement in anaerobic measures and in upper body strength in individuals engaging in deep-water running. A reduction in spinal loading constitutes a role for deep-water running in the prevention of injury, while an alleviation of muscle soreness confirms its value in recovery training. Further research into the applications of deep-water running to exercise therapy and athletes' training is recommended.