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1.
lisahunter 《Sport, Education and Society》2019,24(1):1-12
Physical education, or HPE, is arguably a very queer space not only in the daily practices between students and teachers in schools but also in the broader field. This paper explores theoretical interactions with the HPE field in terms of the development and employment of queer theory, and links between associated sexualities and pedagogy research in HPE. I begin by (not) defining queer theory, its emergence and development. In short, I argue that the absence of queerness in HPE is very queer indeed! I address some of the significant fields of (non)influence dominating or marginalized in HPE research before identifying potential shifts to imagine what a queer pedagogy of movement or physical culture might look like in HPE as a point for further debate. 相似文献
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Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general ‘good’ for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as ‘power becomes more effective while offering less obvious potential for resistance’. From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of ‘normal’ healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students. 相似文献
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Mikael Quennerstedt 《Physical Education & Sport Pedagogy》2019,24(1):1-15
Background: As part of the annual activities at the British Educational Research Association (BERA) conference, the Physical Education and Sport Pedagogy Special Interest Group (SIG) organises a so-called Invisible College, where a Scholar Lecture is delivered by a researcher who has made a significant contribution to the field. This paper is the 2018 Scholar Lecture.Purpose: The purpose of the paper is to discuss two concepts and the relations between them – health and learning.Key concepts: In the paper, the metaphor of the swimmer in the river, as introduced by Antonovsky, is used in order to go beyond individualistic, dualistic and instrumental notions of health and education. I argue for a move away from a notion of teaching young people how to be healthy through the deployment of ready-made educational packages, towards acknowledging health education as a societal responsibility, where it is recognised that sociocultural and economic contexts afford diverse opportunities to be healthy and to learn to live healthy lives, however these are construed.Discussion and conclusion: Rather than confining health and health education to the prevention of premature death and disease, I discuss health, in relation to learning, as always being in the process of becoming. The health resources for living a good life can then be found in the ‘river’, with the ‘swimmer’, and in the relation between the ‘river’ and the ‘swimmer’. In this way, health can manifest itself in many different ways. I ask why we even attempt to talk about health in the singular when talking about different diseases. Is health rather a plural? Is it even a noun? Or is it something we do – a verb? If the latter, health education can be conceived of as a practice – ‘healthying’ – rather than a fixed, static outcome set up by research and public health policies as something to achieve in education. 相似文献
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Physical education, now often explicitly identified with health in contemporary school curricula, continues to be implicated in the (re)production of the 'cult of the body'. We argue that HPE is a form of health promotion that attempts to 'make' healthy citizens of young people in the context of the 'risk society'. In our view there is still work to be done in understanding how and why physical education (as HPE) continues to be implicated in the reproduction of values associated with the cult of body. We are keen to understand why HPE continues to be ineffective in helping young people gain some measure of analytic and embodied 'distance' from the problematic aspects of the cult of the body. This paper offers an analysis of this enduring issue by using some contemporary analytic discourses including 'governmentality', 'risk society' and the 'new public health'. 相似文献
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Julia Sargent 《Sport, Education and Society》2018,23(1):108-110
Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in which digital technologies are being used by teachers to support and enhance young peoples' learning in physical education. The premise of the book is to develop the understanding of pedagogy and digital technology in education. Furthermore, it seeks to encourage critical reflection on the use of digital technology in physical education. This book review explores the central ideas of the book, its approach and an evaluation of its content. 相似文献
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The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues. 相似文献
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This paper aims to explore young Chinese girls’ aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls’ perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls’ aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls’ perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of all young girls in HPEPA. Results invite us to take into account some of the girls’ ambivalence towards being an ‘autonomous’ and ‘dependent’ modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people’s future in HPEPA in much of the contemporary Western world are conceptualised in academic research. 相似文献
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Bonnie Pang Valeria Varea Sarah Cavallin Alexia Cupac 《Sport, Education and Society》2013,18(8):801-813
ABSTRACTDigital technologies are now considered important in shaping young people's engagement in and with health and physical activity. Recent discussions show that the use of digital technologies to track health and fitness may over-emphasize the linear understanding of the body and health generally underpinned by Western health ideologies such as healthism. Other studies have shown the increased use of digital technologies in teaching Health and Physical Education (HPE) and as a means to enhance health and increase physical activity. Despite the opportunities and risks apparent in these studies, little is known about how HPE students make choices, negotiate, and resist or embrace the digitalisation of physical activity, exercise, and more broadly health. This study examines HPE students’ meaning making of risk and surveillance associated with the self-digitisation of exercise. The study further investigates how the concept of ‘prosumption’; the production, curation and consumption of self-data within the context of digitised health and physical activity, is understood. Based on the findings, we have constructed a typology of prosumers that can be used as a pedagogical device to illustrate the various kinds of subject positions students take up with digital technology in health and physical activity. This study extends the current understanding of prosumers by identifying the ‘ambivalent prosumer’. The results provide insights that have direct pedagogical implications in HPE teacher education specifically in the areas of knowledge production and consumption of knowledge through digital technology in health and physical activity. 相似文献
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Michael Gard 《Sport, Education and Society》2013,18(6):827-845
A grand convergence looms. It seems at least plausible that health and physical education may soon be lived by students in ways that are radically different from the past and sharply at odds with the imaginings of its founders and generations of academic aficionados. Perhaps in some respects, the differences will be superficial and less important than the continuities. Nonetheless, I draw connections between some recent futurist literature, developments in social theory and trends in health education, physical education and school-based health intervention—fields that I collectively call ‘HPE’—in order to imagine their digital futures. I contend that there is much for these fields to consider as developments in digital technology, the commercialisation of education, the spread of surveillance culture and medicalisation reshape how people think about HPE and its reason for being. But rather than an apocalyptic warning, this is an invitation to others to engage with some important questions that, although already urgent, have gone largely unnoticed. For example, what kind of thing will eHPE be if/when it exists primarily to generate profits and monitor and measure the minutiae of everyday life? At the very least, my argument here is that if it is not already the case, questions of pedagogical process and effectiveness may soon struggle for relevance in HPE's digital future. 相似文献
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Timothy Lynch 《Sport, Education and Society》2017,22(3):355-376
The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not knowing how they go about this. This research investigates ‘How PE teachers best become HPE teachers?’ We are reminded by Kirk that this is not the first time teachers have implemented this very change in Australia. Many similarities can be drawn between the recent national Australian Curriculum: HPE and the 1994 HPE National Statement and Profile, which provided a foundation for the construction of the 1999 Queensland HPE (P-10) Syllabus. As recommended by Kirk this study ‘look[s] to the past for lessons about the present and where we might be heading in the future’, by investigating school responses to the 1999 Queensland HPE (P-10) syllabus and curriculum documents. Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of each school was ‘evaluative’ and ‘multiple’ case study. The sites for the three case studies involved: one small; one medium; and one large-sized Brisbane Catholic Education primary school. The three case studies were selected as representative of different demographics and the methods engaged so as to enable precision of details were semi-structured interviews, reflective journal, observations and document analysis. Data gathered suggest that enacting the HPE key learning area is very achievable. Implementation is enhanced by HPE leadership, underpinned by clear communication. More so, barriers can be overcome through professional development and support. This study is significant nationally, and the findings may be of wider international interest. It models how school leaders can optimise the health opportunities within their context and models how PE teachers can become HPE teachers. 相似文献
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Background: In their 2008 paper, Hodkinson, Biesta and James draw on the sociological theories of Pierre Bourdieu to construct what they claim is a ‘holistic’ theoretical framework for understanding learning. While not an attempt to dissolve the long-standing opposition between ‘cognitive’ and ‘situated’ theories, the authors claim that thinking about learning and learners in ‘cultural’ terms via Bourdieu's theories allows us theoretically to integrate individuals and learning contexts. The result, they claim, is a ‘scalable’ theory of learning that overcomes the dualisms – such as structure/agency and individual/society – that dog learning theory. We welcome both Hodkinson et al.’s ideas and overall goal. However, we were struck by the absence of any mention of communications media or digital technology in their theoretical framework. Does this mean that media and digital technology can straightforwardly be mapped onto Hodkinson et al.’s theory? Or is this a serious oversight?Purpose: Given the large amount of recent theorising about the transformative educational potential of media and digital technology – admittedly much of it speculative and hyperbolic – there appear to be some grounds for troubling some of Hodkinson et al.’s ideas by prioritising the effects of media and digital technology on learning.Methods: We used two examples of learning in sports, one historical and the other contemporary, to consider the theoretical implications of media and digital technology's role in sports learning. The first explores the ways professional footballers learned to produce displays of emotion during the 1950s and 1960s. Our second example presents data from semi-structured interviews with downhill longboard skateboarders and focuses on how these young people use and think about digital technology as they learn their sport.Findings: While not rejecting Hodkinson et al.’s preference for Bourdieu's sociological theories, we draw on other theories that do not see the relationship between the ‘individual’ and ‘society’ as their conceptual starting point. To this end, we touch on Actor Network Theory (ANT), ‘connectivism’ and the theoretical work of Deleuze and Guattari in order to at least question whether Bourdieu's ideas are sufficiently flexible or dynamic to account for learning in media- and technology-saturated environments. Most obviously, rather than the individual/society dualism which Hodkinson et al. simultaneously question but also rely on, are there advantages in using ‘flatter’ metaphors such as the ‘network’ to understand learning?Conclusions: We agree with Hodkinson et al.’s point that theories are tools for thinking with and that their metaphorical power can and should be harnessed to improve the way we teach. It is for this reason that we question Hodkinson et al.’s claim to offer a ‘holistic’ theory of learning. All theories, like metaphors, have real-world limitations and this is why we should always be suspicious of theories that claim to be able to ‘see’ the world from all angles and, perhaps more fundamentally, to dissolve the dualisms that they are built on. Theories are always a partial view from somewhere and just as they help us to see some things, they do so by demanding that we not see others. 相似文献
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Victoria A. Goodyear Kathleen M. Armour Hannah Wood 《Sport, Education and Society》2019,24(7):673-688
Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related social media. This leaves many relevant adults ill-equipped to protect young people from the negative influences of social media and to optimize the potential of social media as a medium for health promotion. This article presents new evidence on young people's engagement with social media and the influences they report on their health-related behaviors. The research was undertaken with 1296 young people (age 13–18) using a participatory mixed methods design. Initially, a public pedagogy [Giroux, 2004. Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2, 494–503] theoretical framework was used to guide data analysis but this was found to be limiting. An adapted framework was developed, therefore, drawing on Miller et al. [2016. How the world changed social media. London: UCL Press] and Lomborg [2011. Social media as communicative genres. Journal of Media and Communication Research, 51, 55–71] to account for the unique ways in which pedagogy operates in a social media context. Young people accessed and used a range of health-related information on body transformations, diet/nutritional supplements or recipes and workouts/exercises, albeit in different ways. Moreover, young people identified five forms of content that influenced their understandings and behaviours: (i) automatically sourced content; (ii) suggested or recommended content; (iii) peer content; (iv) likes; (v) reputable content. The findings also suggest that relevant adults can reduce risk and realize more of the positive impacts of social media for young people by focusing on content, and the ways in which content is shaped in the interplay between interactive functionalities of social media (e.g. likes and followers) and young people's social uses of social media (e.g. friends, information). 相似文献
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ABSTRACTDespite the importance of interactions with natural environments for personal and social well-being, there is only limited evidence of the relationship between the environment and health as an idea or area of study in school education in Australia. Logically, the place for such a study, at least in Australia, would be within the Health & Physical Education (HPE) key learning area. However, in HPE, alternative ways of considering health beyond the dominant ‘healthism’ discourses which privilege physical activity, fitness, food and nutrition struggle for any kind of existence. Gruenewald (2004. A Foucauldian analysis of environmental education: Toward the socioecological challenge of the earth charter. Curriculum Inquiry, 34(1), 71–107) suggests looking to the margins of a field to see what knowledge is silenced or subjugated in order to open up new conditions of possibility. This challenged us to look beyond taken for granted ways of thinking about health to identify other resources, perhaps unrecognised as yet, that teachers might draw on to constitute their knowledge of health. To do this, we look to interview data collected when teachers were asked to talk about their personal experiences of the relationship between the environment and health. The analysis of the interviews demonstrated how the teachers conceptualised the relationship between the environment and health by drawing on embodied experiences and affective encounters with more-than-human nature. By theorising these encounters through a post-human, new-materialist lens, we demonstrate how their corporeal knowledge, developed through embodied experiences, has the potential to assist teachers in formulating less institutionalised health understandings. We argue that these encounters with more-than-human nature can serve as alternatives to those dominant healthism discourses that invoke problematic risk, fear and crisis responses. 相似文献
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LeAnne Petherick 《Sport, Education and Society》2013,18(6):711-730
Given that the health of the nation is often interpreted in and through the health of the nation's youth, the threat of the ‘childhood obesity epidemic’ garners much attention and it is hardly surprising that physical education has been recruited in the ‘war on [childhood] obesity'. This paper explores how students aged 13–15 years, at a secondary school in Toronto, Canada, make sense of, negotiate and embody the health messages embedded within the obesity-informed Health and Physical Education (HPE) curricula. A post-structural analysis of student narratives reveals the ways in which notions of biocitizenry constitute a visibly ‘healthy’, gendered, engaged, normalized body. The ‘good’ HPE student negotiates health discourse in productive and responsive ways, constructing a virtuous subjectivity and alienating the unruly or undisciplined, unhealthy body in HPE. 相似文献
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Zeno Nols Reinhard Haudenhuyse Ramon Spaaij Marc Theeboom 《Sport, Education and Society》2019,24(7):727-741
This article explores the pedagogy of an urban Sport for Development (SfD) initiative in Belgium through the voices of young people. We draw on the critical pedagogy of Paulo Freire, and use qualitative research methods (i.e. observations, informal conversations, in-depth interviews and sharing circles) over a three-year period, to analyse the initiative’s actual pedagogical practice with key Freirean concepts (i.e. ‘banking education’, ‘dialogue’ and ‘dialogical action’) and virtues (e.g. respect for people’s knowledge, rejection of discrimination, caring for people). The findings reveal the presence of several Freirean virtues, emerging dialogue and, for some, action thought. Still, the SfD initiative remains at considerable distance from fully-fledged critical pedagogy. The young people in the SfD initiative nonetheless experience it as a space where they can be themselves, feel at home, gain respect, can learn to reflect and form opinions, and are temporarily freed from daily struggles such as discrimination. We discuss several pathways that could foster the capacity to organise and deliver a programme beyond emerging dialogue and action. 相似文献
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Many children and young people enjoy physical education (PE), yet many do not, and subsequently become disengaged from PE. Previous research that has explored pupil disengagement from PE has focused on what teachers should do to re-engage their pupils, or has encouraged dis-engaged pupils to create a curriculum that they perceive to be socially and culturally relevant. While this research is extremely important, it does not highlight enough what teachers bring to the teaching and learning process. An alternative approach to understanding (dis)engagement in PE is to start by asking both teachers and pupils: what is currently working, why is it working, and what could be in the future? This ‘appreciative inquiry’ (AI) approach is underpinned by the belief that everyone and everything has strengths that can be developed, and that those strengths should be the starting point for change. Consequently, in establishing the use of AI as an important means of understanding and potentially enhancing PE pedagogy, this research sought to understand the successful teaching strategies developed by PE teachers to re-engage disengaged pupils. Importantly, in recognising the value of understanding pupil experiences we also explored and shared the success stories of the ‘re-engaged’ pupils. Finally, in extending the research in this area, we examined the impact that teacher engagement in the AI process had on their professional learning. As the teachers engaged in the AI process, they discussed, listened to (each other and their pupils), reflected and shared their success stories. This, in turn, appears to have encouraged them to re-articulate and re-enact their practice and learning within the context of a more positive future. They designed (and in some cases, co-design with their pupils) meaningful and empowering PE programmes for their ‘disengaged’ pupils and have subsequently made a commitment to future professional learning and inquiry. 相似文献
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Victoria A. Goodyear Charlotte Kerner Mikael Quennerstedt 《Sport, Education and Society》2019,24(3):212-225
An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fitbit – and the associated health app. Informed by the work of Foucault, the purpose is to investigate the surveillance, self-surveillance and resistance that occur by young people. One hundred 13–14 years olds (53 females, 47 males), from five physical education classes in two UK schools participated. Data were generated through 8 focus group interviews, and the nominal interview group technique was applied. Data were analyzed using key concepts from Foucault’s theoretical framework. The results demonstrated that, the daily 10,000 step and calorie burning targets set by the Fitbit device encouraged the young people to do more physical activity. Increases in physical activity occurred because of the self-surveillant practices promoted by the Fitbit through; (i) the monitoring and recording of steps and calories burned, and (ii) peer comparison (or monitoring). Surveillance and self-surveillance practices, however, were clearly connected to health equating to fitness and being ‘fit’ or not being ‘fat’. These narrow interpretations of health, equally, underpinned resistance. Daily step and calorie burning targets, (i) did not sustain young people’s engagement with the device beyond a few weeks, (ii) promoted negative feelings, and (iii) the device was resisted because it did not record physical activity accurately as part of young people’s daily lives. In turn, the young people resisted the educational value of the Fitbit and demonstrated a sceptical stance toward introducing health devices in school and physical education settings. 相似文献