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1.
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical educators’ narrative stories for what they reveal about the operation of whiteness and racism in PE. Teachers draw on narratives from curricula texts which uphold and reinforce notions of the racialised other, thereby reasserting normative, universal white knowledge. Their pedagogy is underpinned by a colour blind approach where race is ‘not seen’, yet essentialist and cultural discourses of race are nevertheless deployed to position particular racialised and gendered bodies as ‘problems’ in PE. Engagement with antiracism is limited to professional rhetoric within pedagogical practice. 相似文献
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Kevin Hylton 《Physical Education & Sport Pedagogy》2015,20(5):503-516
Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into ‘race’ in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author’s experience of how sport and PE students talk about ‘race’ and racism. ‘Race’ talk is considered here in the context of passive everyday ‘race’ talk, dominant discourses in sporting cultures, and colour blindness.Theoretical framework: Drawing on Guinier and Torres’ [2003. The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy. London: Harvard University Press] ideas of resistance through political race consciousness and Bonilla-Silva’s [2010. Racism Without Racists: Colour-Blind Racism and the Persistence of Racial Inequality in the United States. Plymouth: Rowan and Littlefield] notion of colour blindness, the semantics of ‘race’ and racialisation in sport and PE are interrogated through the prism of critical race theory (CRT). CRT is used here to centre ‘race’ and racialised relations where disciplines have consciously or otherwise excluded them. Importantly, the centring of ‘race’ by critical race scholars has advanced a strategic and pragmatic engagement with this slippery concept that recognises its paradoxical but symbolic location in society.Discussion: Before exploring ‘race’ talk in the classroom, using images from the sport media as a pedagogical tool, the paper considers how ‘race’ is recreated and renewed. The paper then turns to explore how the effortless turn to everyday ‘race’ talk in the classroom can be viewed as an opportunity to disrupt racialised assumptions with the potential to implicate those that passively do so. Further, the diagnostic, aspirational, and activist goals of political race consciousness are established as vehicles for a positive sociological experience in the classroom.Conclusion: The work concludes with a consideration of the uses and dangers of passive ‘race’ talk and the value of a political race consciousness in sport and PE. Part of the explanation for the perpetuation of ‘race’ talk and the relative lack of concern with its impact on education and wider society is focused on how the sovereignty of sport and PE trumps wider social concerns of ‘race’ and racism because of at least four factors: (1) the liberal left discourses of sporting utopianism, (2) the ‘race’ logic that pervades sport, based upon the perceived equal access and fairness of sport as it coalesces with the (3) ‘incontrovertible facts’ of black and white superiority (and inferiority) in certain sports, ergo the racial justifications for patterns of activity in sport and PE, and (4) the racist logic of the Right perpetuated through a biological reductionism in sport and PE discourses. 相似文献
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There is a growing body of research on cultural diversity, discrimination and racism in physical education teaching and practice. However, although ‘cultural diversity’ is a central concern in research, curriculum and policies of higher education, it is not clear how and in what ways students and teachers should consider cultural diversity. Drawing on qualitative interviews with teachers and students in a Norwegian physical education teacher education (PETE) programme, we investigate how and in what ways students and teachers regard cultural diversity in that context. We suggest that cultural diversity is not sufficiently understood when it is assumed that knowledge about particular positions or identity categories (white, black, minority, majority) is fixed. Our findings indicate that cultural diversity is visible in movement and in bodily resonance between people. These findings present a strong argument for recognition of the relational, embodied and social aspect of cultural diversity in PE. 相似文献
4.
Langston Clark 《Physical Education & Sport Pedagogy》2020,25(4):439-450
ABSTRACTBackground: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators.Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE).Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context; (b) the value of Black self-reliance; (c) and the value of the Black body as its foundations.Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to meet the needs racially minoritized communities globally. 相似文献
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A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them. 相似文献
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There is a significant lack of diversity within the teaching population nationwide that reflects historical, political, and institutional racialized inequality. In the context of physical education, ethnic minority teachers often report feeling ‘different,’ marginalized, and struggle to negotiate the dominant school culture they feel they do not belong to. Purpose: To explore how race and gender intersect in the lived experiences of ethnic minority female PE teachers in predominantly white schools in the United States. Methods: This study used narrative and visual research methods. Results: Participants often felt isolated and uncomfortable in their educational contexts, actively seeking out other ethnic minorities to make meaningful connections and validate their lived experiences. Discussion: The intersection of race and gender in participants’ embodied identities reflects sexist and racist systems in which white privilege is positioned as normal or universal. PE and PE teacher education programs must actively work to disrupt and destabilize these norms. 相似文献
7.
Anne Flintoff 《Sport, Education and Society》2015,20(2):190-211
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical education (PE) teachers to work with secondary age (11–18 years) pupils, reveal significant and enduring levels of under-representation of BME candidates, compared to other subject specialisms. The study reported here used semi-structured interviews and questionnaires with 25 BME participants from five universities involved in PETE in England. The findings show that BME PETE students share many of the characteristics with their White counterparts, being young, sporty and with a desire to improve PE experiences for future generations. However, in other ways, their experiences reveal the significance of ‘race’ ethnicity, and religion and how these are interwoven with gender to position them as ‘other’ in PETE spaces and within schools. Skin colour and religious dress were significant to stereotyping and everyday interactions that served to position them as ‘out of place’, particularly evident in practical activity sessions and on teaching placements. ‘Race’ and ethnicity as part of their professional education was at best a marginalised discourse, at worse, reproduced a deficit perspective of BME pupils’ and their schooling. The paper concludes by arguing for a critical analysis of the construction of Whiteness through PETE. 相似文献
8.
Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as ‘different’. This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts.Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership.Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that disrupting these norms relies on leadership in the field and may require insights from other fields, in this case applied critical leadership.Conclusion: We conclude that leaders (both teachers and teacher educators) in the field of PE have a responsibility to take up practices which work against racialization and challenge current norms. This is both a theoretical and pedagogical challenge but can begin in classrooms. 相似文献
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This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice. 相似文献
12.
Jo Harris 《Physical Education & Sport Pedagogy》2014,19(5):466-480
Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students, which is a concern given that there are high expectations of physical education (PE) to promote healthy, active lifestyles. In addition, international literature reveals a number of problematic issues associated with health-related teaching, learning and professional development in PE. Exploration of health-related experiences within the PETE process and consideration of the extent to which they address these previously identified issues were considered worthy of study because of PETE's potential to influence the health-related teaching of the students, and to ultimately impact the health-related knowledge and behaviour of the pupils they go on to teach.Purpose: To explore PETE students' health-related physical education (HRPE) knowledge, perceptions and experiences during a PETE programme.Participants and setting: Purposive selection of PE students on a one-year post-graduate secondary PETE programme at one University in England, working in partnership with up to 60 schools.Research design: Case study.Data collection: A qualitative approach founded on the interpretive paradigm was used, utilising a questionnaire completed by 124 PETE students.Data analysis: Responses to the open-ended questions were analysed by means of the generation of themes using constructivist grounded theory methods.Findings: At the outset of their programme, PETE students' knowledge of how active children should be was limited and confused. Their initial perceptions of the learning associated with promoting healthy, active lifestyles in PE were at variance with what they experienced in schools during their training. These experiences were diverse, the most common structure being discrete units of study with no health-related learning evident within the rest of the PE programme. The focus of the HRPE learning was predominantly physiological with minimal attention to physical activity recommendations or monitoring. Most students experienced school-based HRPE programmes, which they considered not particularly effective in promoting healthy, active lifestyles amongst young people.Conclusion: It would seem that PETE is not adequately preparing future PE teachers to promote healthy, active lifestyles and is not addressing previously identified issues in health-related teaching and learning. Changes clearly need to be made to the health-related interactions and experiences within PETE and within any PE, and sports science degree programmes preceeding or associated with PETE. PE is unlikely to effectively promote healthy, active lifestyles without the health-related aspect of PETE being radically changed, especially and crucially the school-based provision. This requires professionals working together to draw upon and utilise up-to-date health knowledge, as well as the best available guidance on how to ensure that teachers are able to use such information. 相似文献
13.
D. Barker 《Sport, Education and Society》2019,24(2):134-146
Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys’ and girls’ experiences of PE. Data were interpreted using a Critical Race Theory (CRT) perspective, with the notion of ‘whiteness’ providing a specific analytic concept. The general thesis developed in the second part of the paper is that problems result not from insensitivity or incompetence but from discourses of whiteness in which many teachers live and work. By building on critical research both in general education and physical education literature and by utilizing whiteness as an analytical concept, the investigation shows how three PE teachers draw extensively on the racial discourse of whiteness and how this disadvantages non-white students. The paper is concluded with a consideration of how racial disadvantage could be challenged or disrupted. 相似文献
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Valeria Varea 《Sport, Education and Society》2019,24(4):325-337
Conversation regarding the challenges and pressures that Early Career Academics (ECAs) face in the current context of the neoliberal university sector has begun to grow generally, and in the field of Physical Education and Sport Pedagogy (PESP) in particular. However, the additional challenges faced by non-white PESP academics in their early careers have, as yet, been absent from the ECA conversation. In this paper, I draw upon my own experiences as a non-white, female ECA with English as an additional language (EAL), working in the field of PESP in a developed English-speaking country, to explore racialised discourses and practices in the academia. To do so, I make use of a critical whiteness lens and an autoethnographic approach. In the analysis of the narratives, I invite others to reflect on how race is socially constructed, on the ‘extra effort’ that non-white academics with EAL must expend in order to survive colour-blind academia, and on the limited options for agency among non-white ECAs. The paper concludes with reflections on how academics need to open the dialogue ‘just a bit more’ to include non-white academics in the conversation about ECAs working in neoliberal university contexts to create spaces for equitable work. 相似文献
15.
Alan Ovens Sue Sutherland Rod Philpot Jennifer L. Walton-Fisette Joanne Hill 《Physical Education & Sport Pedagogy》2018,23(5):484-496
ABSTRACTBackground: For over four decades, there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others.Purpose: The purpose of this paper is to examine the multiple socio-political networks or assemblages in which PETE is embedded and explore how these shape the possibilities for students to engage with the concept of social justice and sociocultural issues (SCI) when learning to teach PE. Two research questions guided this study: How does an orientation for social justice education (SJE) within education policy affect the standards for enacting PETE programs? How is SJE encouraged within PETE programs?Methodology: Drawing from a broader study of over 70 key personnel in more than 40 PETE programs, we examined how faculty in PETE understand their professional world, identify their subjective meanings of their experiences, and address SCI andSJE within PETE. Data sources included an initial survey, a semi-structured interview, and program artifacts. We analyze the ways that SJE/SCI was represented in three national settings (England, the United States, and New Zealand) and identified common themes.Results: Examination of each national setting reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each of the countries. The coherence of explicit National policy and curricula, PETE program philosophies, and the presence of multiple individual interests in social justice served to reify a sociocultural agenda. Conversely, possibilities were nullified by narrow or general National Standards, programs that failed to acknowledge sociocultural interests, and the absence of a critical mass of actors with a socio-critical orientation. These differences in assemblage culminated in variations in curriculum time that served to restrict or enable the breadth, frequency, and consistency of the messages surrounding SCI in PETE.Conclusion: These findings highlight the importance of acknowledging socio-political networks where PETE operates. The agency of PETEs to enact pedagogies that foreground sociocultural interests is contingent on congruity of the networks. The authors caution that although the ‘perfect storm’ of conditions has a profound influence of the possibility of transformational learning of SCI in PETE, this arrangement is always temporary, fluid, and subject to changes in any of the three network levels. Additionally, the success of PETE in enabling graduating PE teachers to recognize the inequities that may be reinforced through the ‘hidden curriculum’ and to problematize the subject area is contingent on the expectations of the schools in which they teach. 相似文献
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Alvaro Sicilia-Camacho Juan Miguel Fernández-Balboa 《Sport, Education and Society》2013,18(4):443-463
In teacher education and in physical education teacher education (PETE), the possibilities and pitfalls of critical pedagogy (CP) for transforming society have been frequently debated. From these debates, it has become quite clear that the lines separating ‘technocrats’ from ‘radicals’ are so strongly drawn that limit the advance of PETE. In the spirit of collegiality, we offer an alternative approach to CP based on Foucault's genealogical work on the History of Sexuality. It promotes a pedagogical perspective toward the development of ethics and the care of the self. We argue that this approach, far from discrediting what non-critical pedagogues do, can not only advance the practice of CP, but also open up new ways of conceptualizing PETE that are worth considering both by critical pedagogues and by the members of other pedagogical camps. We discuss the implications of this approach in the personal, social–professional and political spheres. 相似文献
17.
Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce.
Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE.
Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage].
Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need.
Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE. 相似文献
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Tim Fletcher 《Physical Education & Sport Pedagogy》2016,21(4):347-365
Background: The articulation of specific principles of teacher education practice allows teacher educators to make explicit the beliefs, values, and actions that shape their practice. Engaging in processes to articulate the principles that guide practice is beneficial not only for teacher educators and their colleagues but also for students. There are, however, few examples of principles that guide physical education teacher educators' practices. Self-study of teacher education practice (S-STEP) methodology offers one way of examining and articulating principles of practice. In this study, I make connections across several S-STEP research projects I have conducted individually and with colleagues, and share the principles that guide my practice with the physical education teacher education (PETE) community.Purpose: The purpose of this paper is to articulate my principles of practice using S-STEP. Specifically, I ask: (a) How can the articulation of my principles of practice reflect broad understandings of PETE? and (b) How can sharing principles of practice encourage debate and discussion amongst members of the PETE community? To what extent do the principles articulated have resonance for others?Participants and data collection: Six published self-studies as well as the raw data from those studies provided the data for this research. The raw data used in those studies consisted of self-generated data and data generated by others. Self-generated data consisted of written reflective journal entries gathered over five years and recorded audio conversations with two critical friends. Data generated by others consisted of semi-structured interviews conducted with two cohorts of pre-service teacher candidates: one consisting of 10 pre-service primary generalist teachers the other of 9 pre-service physical education specialists. Three interviews were conducted with each participant. Exit slips (informal evaluations) were also gathered from the specialist cohort.Data analysis: First, elements of the previously conducted self-studies were synthesised to identify general themes and outcomes that represented principles of practice. Second, in several instances, the raw data were revisited to verify and contextualise quotes and excerpts, and consider the extent to which the data captured the principles that were being articulated.Findings: Three central principles were identified that shape my understanding of a pedagogy of PETE: (a) building community is the foundation of practice, (b) not just modelling – explaining and reflecting upon modelling, and (c) identity matters. Identifying these principles has enabled me to better enact social constructivist approaches to learning, make explicit my personal and professional knowledge to myself, students, and colleagues; find meaning in my practice, and; begin sharing my partial understanding of practice with others in the teacher education community to generate debate and discussion.Conclusions: Self-study encourages teacher educators to share their knowledge so that it may be discussed, challenged, and critiqued to further collective understandings of teacher education practice. In this spirit, these principles are not offered as an exhaustive list of all that guides PETE practice, but as suggestive of possibilities that might reflect shared understandings of teacher education and thus have the potential to influence policy. 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
20.
Fiona Dowling 《Sport, Education and Society》2013,18(3):247-266
This paper attempts to illustrate how embodied ways of knowing may enhance our theoretical understanding within the field of physical education teacher education (PETE). It seeks to illustrate how teacher educators’ viewpoints and understanding of gender relations are inevitably linked to socially constructed webs of emotions, as much as to intellectual rationales. Indeed, the paper argues for the need for PETE research to transcend the dualistic divide of reason/emotion. It builds upon interview data from an investigation interested in illuminating the ways in which teacher educators develop their professional identities, using the lenses of gender equal opportunities and equity to examine the degree to which identities reflect ‘managerial’ or ‘democratic’ professional projects. In particular it analyses the way in which ‘gender talk’ seems to evoke strong emotional reactions, often ‘negative’ feelings, while at the same time, gender equity concerns remain on the periphery of the discipline, despite increasing research evidence which reveals damaging discriminatory learning environments. By using Hargreaves (2000) concept of ‘emotional geographies’ the paper contends that ‘negative emotions’ about gender issues are currently hegemonic on account of today's configurations of human relations in PETE, because the discipline's feeling rules construct ‘negative feelings’ as being reasonable. Acknowledging that professional identities are on-going projects, and that feeling rules can be re-configured, the paper also seeks to illustrate how competing emotions may in the future lead to gender equality assuming a new role in PETE's ‘regimes of truths’. 相似文献