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1.
Edith W. King 《课程研究杂志》2013,45(3):331-338
Through an analysis of policy documents, archival material, interviews and journal articles, this paper attempts to map those discourses which have become an important part of the meanings and practices that make up the physical education curriculum in New South Wales, Australia, from 1880 to 1980. It uses a feminist perspective to argue that the dominance of a masculine agenda, built around organized sport and the human movement sciences, has marginalized other pedagogies and other forms of physical activity, such as gymnastics and dance, which are more likely to be associated with women. Physical education possesses characteristics which make it a particularly potent site within education for discourses about the body. When organized sports dominate the curriculum, the valuing of individual achievement through aggressive competition, within a context of male dominance, becomes the normative standard. This typically works against women's and girls’ participation in physical education and physical activity; it also contributes to the (re)production of notions of women being ‘weaker’ and ‘lacking’ in relation to male superior strength and skill. There has been a marked and continuing absence of oppositional discourses in Australian physical education to contest the dominance of the masculine tradition. Contestation has been framed primarily within liberal feminist or ‘equal opportunity’ discourses which rarely challenge the dominant forms of physical education. Further analyses using feminist perspectives are required to challenge existing curricula. 相似文献
2.
This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content. 相似文献
3.
This paper examines how science education becomes institutionalized in Third World countries using Malaysia as a case study. The findings shows that the development of science education in Malaysia has been greatly influenced by international trends and the country's socio‐political development. Science gained a place in the school curriculum in the midst of British colonial rule. The strong colonial influence on school science continued throughout the early independence period but, in the 1980s, external influences on science education came from both Western and Islamic countries. In each of the historical periods, external world cultural forces interacted with internal socio‐political forces resulting in a national science curriculum which is in accord with world cultural rules but at the same time quite indigenous in character. This study also suggests that while each nation‐state aspires to develop an indigenous form of science education that would best suit the national context, the outcome tends to be more universalistic than particularistic due to global influences. 相似文献
4.
Philip Higgs 《Africa Education Review》2016,13(1):87-101
The curriculum is a critical element in the transformation of higher education, and as a result, I argue for the inclusion of what I refer to as an African epistemic in higher education curricula in South Africa. In so doing, attention is directed at the decolonisation of the curriculum in higher education in South Africa, which aims to give indigenous African knowledge systems their rightful place as equally valid ways of knowing among the array of knowledge systems in the world. In developing my argument, I maintain that a critical questioning of the knowledge included in higher education curricula in South Africa should be taken up in what I call transformative education discourses that examine the sources of the knowledge that inform what is imposed on or prescribed for curricula in higher education in South Africa, and how these higher educational curricula are implicated in the universalisation of Western and European experiences. 相似文献
5.
Hermenegilde Rwantabagu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(3-4):457-475
This paper addresses the dilemma of language in education in African countries with particular reference to Burundi. African languages are still marginalised by colonial languages such as French and English. Looking at other African countries in general and at the case of Burundi in detail, an analysis is made of the adopted policies aimed at promoting the use of the mother tongue as a basis for knowledge acquisition and cultural integration. Burundi has gone through a series of educational reforms both before and after gaining independence in 1962, with French and Kirundi competing as curricular teaching languages. After the integration of Burundi into the East African Community in July 2007, English and Kiswahili were added to the curriculum, complicating education policies. This article places particular emphasis on the contextual challenges that tend to impair the full implementation of the adopted policy reforms. The paper concludes by advocating for a multilingual approach in which the indigenous mother tongue serves as the basis for the acquisition of other languages in the curriculum. 相似文献
6.
Alfred W. Hubbard 《Quest (Human Kinetics)》2013,65(1):40-46
This paper examines the content and context of changes in the dominant discourses of physical education. It begins with an analysis of the role of language in publicly defining a role for new professions and defining the nature of that profession's expertise. It then briefly traces the reconstruction of university physical education as sports studies, sport sciences, and sport management and situates these discourses in a political and historical context. The final sections proceed to deconstruct the languages of sport science and sport management, to connect these with struggles to redefine the profession, and to point to some issues for professional education if physical education is to retain any of its traditional humanistic meanings. The argument is grounded in an interview study of technical and administrative professionals in Canadian high performance sport. 相似文献
7.
Kayode Alao 《International journal for the advancement of counseling》2004,26(3):249-256
This paper examines the complimentary roles and functions of African indigenous counselling in relationship with non-African forms of counselling. This paper is premised on the view that all forms of counselling, whether African or Western, stand to gain a lot from one another via collaboration and the cross fertilization of ideas. This paper examines the counselling and therapeutic contents of African language, African indigenous education, African indigenous counselling and social practices using the Yoruba culture of Western Nigeria as a reference point. Furthermore, the paper practically examines how the traditional therapeutic resources of African language, African traditional education and African indigenous counselling practices could complement non-African counselling culture. The paper advocates for the evolution of a somewhat global orientation to professional helping. This is possible if counselling practitioners from different cultural orientations develop interest in learning how different counselling cultures could complement one another. This orientation may contribute to mutual self-renewal and self-refinement for all forms of counselling. This paper primarily intends to promote the culture of sharing ideas, practices and concepts from different cultural orientations so that we may develop the mentality of a universal approach to employing counselling strategies to solve humanity's problems. 相似文献
8.
通过文献资料法等方法分析认为,陕西民间体育游戏活动在活动内容、时空分布、组织情况、积极作用、影响因素等方面表现出与陕西自然条件、社会经济、历史文化相适应的特征;为保护和开发陕西民间体育游戏活动,应从加强体育非物质文化遗产知识的普及和教育、开展体育类非物质文化遗产普查工作、加强民间体育游戏活动保护与开发队伍建设、对陕西民间体育游戏活动资源进行产业化开发和利用等方面进行努力. 相似文献
9.
This paper examines the relationship between coaching and teaching. By examining the content of physical education and sports programs and the methods through which this content is engaged, the conception of coaching is expanded to include attributes that are typically viewed as having to do with the “educational enterprise.” Physical education must take seriously the teaching of sport as the competitive activity it is meant to be if physical education is to fulfill its role as an educative activity. 相似文献
10.
Abstract This paper explores the connections between physical education (PE), sport, nationalism and citizenship in Wales, focusing upon how recent education policies relating to PE and sport are implicated in the cultural production of ideational differences between and among the peoples of Wales and England. The analysis suggests that tendencies towards narrow, conservative, cultural restorationist ideals, as evident in Wales as they are in England, may obstruct progress towards more innovative and progressive ideals in the curriculum of PE. 相似文献
11.
徐栋 《齐齐哈尔师范高等专科学校学报》2014,(1):124-125
随着新课程改革的不断深入,体育游戏被广泛地应用于体育教学中。探讨如何创编符合新课标理念的体育游戏,并在体育教学中恰当地运用,目的是充分利用体育游戏的锻炼价值和教育性,更好地为体育教学服务。 相似文献
12.
美国SPARK(The Sports Play Active Recreation for Kids即儿童的运动、游戏和体育活动)课程是致力于改善儿童肥胖状况,促进儿童终身体育健康的一门体育课程。通过对它的培训和教学实践,再与国内体育教学相比,它先进的课程理念、科学的课程结构以及丰富多彩的教学内容和富有创造性的教学方法给我们留下深刻印象和极大的启示。 相似文献
13.
Julia Annas 《牛津教育评论》2013,39(2):199-210
abstract This paper examines recent British and American discourses on the question of the efficacy of bridging the liberal/vocational divide in the curriculum of secondary schools. It proceeds from a conceptual frame consisting of strongly taken positions on both sides of the question. In both countries it is shown that the discourse springs from the need to make secondary school vocational education more responsive to the needs of contemporary work places. The article traces the lineage of the more enduring philosophical aspects of the discourse to the thought of Dewey, Whitehead and Wamock. It contends that dualistic curricula take their cue from class rigidities in society, and that while the economic climate now makes all education vocationalist, until schools become more truly egalitarian, offering a common liberal or general curriculum to all, the efforts of the current movement will amount to nought. 相似文献
14.
Madeline Polmear Angela R. Bielefeldt Daniel Knight Nathan Canney Christopher Swan 《European Journal of Engineering Education》2019,44(6):866-881
ABSTRACTStudents must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education. 相似文献
15.
Michalinos Zembylas 《International Journal of Science Education》2013,35(5):499-519
In documenting educational reforms in the science curriculum of developing countries, a number of tensions become apparent as a result of struggles to preserve local values while incorporating global trends. This article describes and analyses these tensions and paradoxes, and discusses the intersections of cultural, economic, administrative and educational history of elementary school science curriculum development in Cyprus since its independence from the British in 1960. Using a combination of methodological tools that range from document analysis, historical research and ethnographic methods of collecting data, it is argued that the global and the local can be viewed spatially in terms of linking people, spaces and diverse knowledges. In order to ensure that local values in science curriculum development can be sustained without being absorbed by globalization curriculum developers in developing countries need to create spaces in which the local can be performed together with the global. 相似文献
16.
通过对2010年广州亚运会场馆体育展示运行模式的分析,找出场馆体育展示运行的特点、成效与不足,从中得到了两方面的启示:一是要把体育展示作为竞赛组织的内容纳入单项竞赛项目的规程和规则中,使体育展示更好地为竞赛服务;二是在高校体育院系中开设体育展示课程,培养体育展示人才。 相似文献
17.
“健康第一”是当前社会时代下体育课程和健康课程目标的指导思想,通过对体育课程和健康课程长期以来的课程目标取向问题进行分析、总结,运用文献资料法、逻辑分析法,对“健康第一”这一指导思想与增强体质、运动技能学习、竞技运动项目教材化、学习评价体系及与该课程本质之间的关系进行了探讨,对如何理解“健康第一”主流价值取向和如何在体育课程实施中贯彻落实“健康第一”的指导思想提出了自己的看法． 相似文献
18.
Dennis A. Francis 《Sex education》2019,19(4):406-421
ABSTRACTUsing the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. 相似文献
19.
李因霞 《黔南民族师范学院学报》2011,31(3):68-71
少数民族传统体育具有德育、智育、美育和劳动教育的价值,具备进入学校教育的前提条件。学校体育需要引进少数民族传统体育是学校体育面临的困境和当前学校体育校本课程改革的需要。另外,学校教育是传承少数民族传统体育文化的基本途径,少数民族传统体育需要进入学校才能实现其传承。 相似文献
20.
Learning through South–South development: Cuban-African partnerships in sport and physical education
Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed. 相似文献