ABSTRACT
The outcomes of gender research in physical education give us little cause for celebration. Despite many years of gender being on educators’ agendas, practices in physical education lessons, school staff-rooms, community sport, and teacher education programmes, continue to be sexist. Meanwhile, gender research has become increasingly sophisticated, posing complex questions and drawing on contemporary feminist and poststructuralist theories. This chapter argues that there is a gulf between research and practice and provides some signposts for future gender research agendas that may attempt to address this gulf. These include moving beyond narrow conceptions of what is physical education, who are our partners, where learning occurs, narrow research paradigms, and the school/university divide.
