Understanding stigma in social class through creative fiction: A Goffmanian analysis within physical education and community sport

The aim of this chapter is to explore stigma in social class within physical education and community sport (PECS) settings. Specifically, this chapter will draw upon the innovative method of creative fiction (CF) which has been described as a story that “… has been imaginatively constructed from events that did not actually happen as told” (Jones, 2006, p. 1019). As opposed to being based on systematically gathered empirical data, CF adopts a narrative approach to highlight fictional lived experiences that may resonate with readers’ personal experiences, providing a sense-making opportunity. Therefore, this chapter will use three fictional ‘moments’ to highlight Robert, Alex, and Chloe’s experiences of stigma in social class within PECS settings. To support the reader in critically reviewing each fictional moment, analytical commentary which draws upon Erving Goffman’s framework (Goffman, 1951, 1959, 1963) will be provided. Specifically, Goffman’s concepts associated with stigma, impression management, and symbols of class status will be used to examine how potentially stigmatised individuals engage in staged performances to manage the impressions of peers, teachers, and coaches within PECS contexts. Consequently, it is hoped that the chapter’s three fictional moments and innovative use of CF will encourage readers to consider their own lived experiences and dispositions to develop an appreciation of stigma in social class within PECS contexts. Considerations for practice and future empirical research are provided.