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Competitive teamsport at university level is predominantly segregated by gender in many western countries, despite concerns that gender segregation in sport can perpetuate sexism and gender inequality. While policies and activities seek to challenge sexism and gender inequality, the use of gender collaboration within a gender-segregated system as a method to achieve this has received little attention. In this article, we draw on a year-long ethnography of elite sport and 48 in-depth interviews with elite male and female athletes at a British university to explore the impact of various forms of gender mixing during training, which we call 'gender-collaborative training'. While men's and women's teams competing against each other in practice matches resulted in gender-essentialist narratives attributing difference to biology, gender-integrated practices and workouts provided opportunities for men and women to train together without the gendered sport-specific associations that can reproduce sexism. We call for gender-collaborative training to be adopted by gender-segregated teams, and suggest that where there is resistance to any integration, teams start with mixed physical workouts and progress to mixed sport-specific training and then mixed competitive training.

This book develops a case for feminist gender training as a catalyst for disjuncture, rupture and change. Chapter 1 traces the historical development and current contours of the field of gender training. In chapter 2, the key critiques of gender training are substantively engaged with from the perspective of reflexive practice, highlighting the need to work strategically within existing constraints. Questions of transformative change are addressed in Chapter 3, which reviews feminist approaches to change and how these can be applied to enhance the impact of gender training. Chapter 4 considers the theory and practice of feminist pedagogies in gender training. In the final chapter, new avenues for gender training are explored: working with privilege; engaging with applied theatre; and mindfulness/meditation. The study takes gender training beyond its often technocratic form towards a creative, liberating process with the potential to evoke tangible, lasting transformation for gender equality.

Der vorliegende Beitrag skizziert zunächst die Einführung der Kategorie Gender in den Entwicklungsdiskurs und widmet sich dann dem Thema Gender-Training. Dabei geht es einerseits um eine Fassung von Gender-Training als Raum für geschlechterpolitische Reflexion und Auseinandersetzung und andererseits um den Stellenwert von Gender-Training sowie weiterer Instrumente im Rahmen der geschlechterpolitischen Strategie Gender-Mainstreaming. Die Autorin geht hierbei auch beispielhaft auf die konkrete Umsetzung von Gender-Mainstreaming innerhalb von Organisationen der Entwicklungszusammenarbeit (EZ) ein. Dies führt sie abschließend zu einer doppelten These: Einerseits kann Gender-Training am besten im Rahmen von Gender-Mainstreaming Wirkung entfalten. Andererseits garantieren sowohl das Vorhandensein einer Gender-Mainstreaming-Strategie als auch die Durchführung entsprechender Bildungsmaßnahmen noch lange nicht, dass Entwicklungszusammenarbeit wirklich zur Geschlechtergerechtigkeit beiträgt. (DIPF/Orig.) ; First of all this article outlines the introduction of the dimension 'gender' into the discourse on development and then dedicates itself to the issue gender-training. In the course of this it deals on the one hand with the setting of gender training as a possibility for reflexion on politics on gender and for discussion and on the other hand it deals with the status of gender training and with other possible instruments within the frame of the strategy on gender politics 'gender mainstreaming'. The author also gives concrete examples realizing gender-mainstreaming within organisations of development cooperation. At the end the author arrives at a double theses: on the one hand gender training can best be developed within a framework of gender-mainstreaming. On the other hand neither the existence of a gender mainstreaming strategy nor the realisation of corresponding educational measures guarantee that developmental cooperation contributes unavoidably to gender fairness. (DIPF/Orig.)