Abstract

Research indicates that physical education programs are not exemplars of equity, and girls' physical education experiences, fraught with unequal opportunities, attention and success, are potentially restrictive and oppressive. Specifically, this study provides an analysis of the socialization process and its effects on physical activity involvement. An historical overview then explains how gender influenced the development of physical education. A further account is given to show how dominant gender ideologies contribute to, and are perpetuated by the structures and practices of physical education teacher education within the current educational system. Critical feminist pedagogy is then examined in light of applying a physical education curriculum which has the potential to challenge gender differentiation and produce a foundation for progress and change. Student narratives, from several Cegep physical education classes, are presented to illustrate students' personal reflections on their experiences with this new learning process.