ABSTRACT
A number of scholars have pointed out that physical education (PE) seems to be characterized by rather stable gender norms when it comes to patterns of behavior and perceptions of the subject (Brown 2005; Flintoff 2008; Penney 2002). These norms could also be labelled doxa because they are ideas, interests or practices that seem to be experienced as ‘natural’ and ‘self-evident’ (Bourdieu 1977). In this chapter, we would like to draw attention to these dominating and stable patterns and to doxa concerning gender and sexuality.
