Trans persons’ bodies in contextexperiences in daily life, sport and physical education

Resumen

The main purpose of this doctoral thesis is to explore trans persons’ embodied experiences in different socio-relational contexts such as daily life, sport and Physical Education (PE). To that end, the PhD thesis gathers three studies. Study 1 calls upon the metaphor of body frontiers in order to deepen in trans persons’ daily experiences in relation to their own and others’ bodies. Study 2 focuses on how transition processes influence in and are influenced by physical activity and sport. Finally, Study 3 gathers and analyses memories of a group of adult trans persons on their experiences in heteronormative PE contexts. The three studies are predominately informed by queer theory, and the concepts of heteronormativity, frontiers, habitus and performativity become the basic pillars or their theoretical framework. Grounded in a larger research project, a group of 20 trans persons self-defined as woman, man, trans boy, trans man, trans and transqueer aged between 15 to 50 years old participated in the three studies. Data was gathered through semi-structured interviews and analysed according to the different objectives of each study. In particular, a thematic analysis was developed in the Study 1 and 3 while a thematic analysis followed by a holistic narrative analysis of structure were used in the Study 2. Study 1 provides evidence on the conceptual and analytical significance of the notion of frontiers for the understanding of trans persons embodied experiences in daily life. Puberty, inside/outside and mind/body are identified as relevant frontiers in the (re)construction of trans persons’ identities. Gender frontiers are discerned in particular body features (hair, muscles, breasts, hips, voice tone etc.) that turn into micro-frontiers which enable and, also, threaten social recognition of their gender identities. Living in body frontiers entails sanctions, isolation and low self-esteem for many participants, who prefer not to remain in the realm of ambiguity. Study 2 focuses on participants’ storytelling on sport experiences in relation to their transition processes. Before disclosing their gender identities, trans persons aiming to participate in sports coherent with their gender identity (though socially inappropriate for their assigned gender) experience harassment, isolation and incomprehension. In first moments of transitioning, they adopt strategies to pass as cisgender persons but these technologies of gender sometimes hinder their sport participation. In later stages of transition, embodied processes become even more acute in sport context, and participants tend to feel more confident and socially recognised insofar as their bodies conform to heteronormative identities. Calling upon participants’ memories of their schooling days, study 3 shows multiple forms of exclusion and rejection toward trans persons generated in heteronormative PE contexts. Teachers and students participate in the (re)production of heteronormative system through the strong regulation of activities, groups and spaces according to gender ideals which negatively affects trans students. The exposure of nude bodies to others in changing rooms is especially problematic. These studies suggest the necessity of implement gender policies and measures to promote the recognition of embodied gender diversity and the queerization of sport and pedagogical practices.