FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2805320542> ?p ?o ?g. }

• W2805320542 endingPage "523" @default.
• W2805320542 startingPage "510" @default.
• W2805320542 abstract "Background: An emerging body of Physical Education scholarship is addressing the challenge of preparing Physical Education Teacher Education (PETE) students to enact a socio-critically informed Health Education [Leahy, D., and L. McCuaig. 2014. “Disrupting the Field: Teacher Education in Health Education.” In Health Education: Critical Perspectives, edited by K. Fitzpatrick, and R. Tinning, 220–232. Oxon: Routledge]. Researchers have identified the tensions faced by PETE educators whose students typically adopt an uncritical acceptance of socially unjust practices concerning the ‘healthy body’ [Tinning, R., and T. Glasby. 2002. “Pedagogical Work and the ‘Cult of the Body’: Considering the Role of HPE in the Context of the ‘New Public Health’.” Sport, Education and Society 7 (2): 109–119]. Although scholars have advocated the usefulness of critical pedagogies as a means of inspiring PETE students’ capacities to question ‘taken-for-granteds’ circulating within HPE, others such as Gore [1998. “On the Limits to Empowerment through Critical and Feminist Pedagogies.” In Power/Knowledge/Pedagogy, edited by D. Carlson, and M. Apple, 271–288. Westview], have argued that radical pedagogues have failed to name the specific alternative practices they employ. Indeed, little has changed since Gore (1998) challenged the profession to ‘translate their visions into practice’ (274). Purpose: In response to Gore’s challenge, this paper presents one contemporary PETE educator’s proclaimed use of critical pedagogy as a strategy to confront social justice and socio-cultural issues within an Australian HPETE programme. This analysis exposes the ‘hidden’ curriculum and pedagogy of higher education classrooms where practice is not routinely revealed, let alone shared. Following this, the authors explore the extent to which these pedagogical approaches were enacted as intended, in accordance with the tenets of critical pedagogy and, importantly, what students made of these endeavours. Design and analysis: The ethnographic doctoral study took place within the context of a PETE programme delivered at a large, prestigious Australian university. The participating group of 44 specialist PETE students were enrolled in EDU39 Educating for Better Health, and were commencing the third year of their teacher training course. Drawing on qualitative interview data and student assessment tasks, this paper documents the rationale behind, and enactment of, four pedagogical strategies delivered within the health education courses of this PETE programme. Comparison of pre-teaching interview data with the researcher's observation notes, revealed the compromises that ensued within the realities of a complex teacher education learning space. Conclusion: In seeking to make sense of this ‘pedagogical soup’ [Tinning, R. 1995. “We Have Ways of Making You Think, or Do We? Reflection on ‘Training’ in Reflective Teaching.” In Better Teaching in P. E.?: Think About It! Proceedings of the International Seminar on Training of Teachers in Reflective Practice in Physical Education, edited by C. Pare’. Quebec: Department des science de l'activite’ physique, Universite’ du Quebec a Trois-Rivieres], the paper argues that the approaches of social justice pedagogy offer a more nuanced rationale for, and appropriate alignment with, the pedagogical strategies employed. In light of this analysis, the authors suggest that challenging and disrupting PETE students’ values and knowledges through critical pedagogies continues to be an unpredictable and dangerous project, but still poses a valuable strategy for productive, albeit it modest, pedagogical work." @default.
• W2805320542 created "2018-06-13" @default.
• W2805320542 creator A5012167196 @default.
• W2805320542 creator A5016935526 @default.
• W2805320542 date "2018-06-07" @default.
• W2805320542 modified "2023-10-03" @default.
• W2805320542 title "Close encounters with critical pedagogy in socio-critically informed health education teacher education" @default.
• W2805320542 cites W1491297513 @default.
• W2805320542 cites W1558571871 @default.
• W2805320542 cites W1966622877 @default.
• W2805320542 cites W1969749777 @default.
• W2805320542 cites W1974034838 @default.
• W2805320542 cites W1978127781 @default.
• W2805320542 cites W1979290264 @default.
• W2805320542 cites W1989154295 @default.
• W2805320542 cites W1991544807 @default.
• W2805320542 cites W1997616913 @default.
• W2805320542 cites W2006148913 @default.
• W2805320542 cites W2010470314 @default.
• W2805320542 cites W2025976475 @default.
• W2805320542 cites W203777730 @default.
• W2805320542 cites W2039843118 @default.
• W2805320542 cites W2041107994 @default.
• W2805320542 cites W2043488089 @default.
• W2805320542 cites W2061339375 @default.
• W2805320542 cites W2067316937 @default.
• W2805320542 cites W2068979545 @default.
• W2805320542 cites W2072657967 @default.
• W2805320542 cites W2073405045 @default.
• W2805320542 cites W2085659623 @default.
• W2805320542 cites W2103322346 @default.
• W2805320542 cites W2111572549 @default.
• W2805320542 cites W2117380682 @default.
• W2805320542 cites W2130701047 @default.
• W2805320542 cites W2132014076 @default.
• W2805320542 cites W2141022540 @default.
• W2805320542 cites W2143112441 @default.
• W2805320542 cites W2147168459 @default.
• W2805320542 cites W2149355902 @default.
• W2805320542 cites W2158506266 @default.
• W2805320542 cites W2161087479 @default.
• W2805320542 cites W2488028243 @default.
• W2805320542 cites W2492955301 @default.
• W2805320542 cites W4234237704 @default.
• W2805320542 doi "https://doi.org/10.1080/17408989.2018.1470615" @default.
• W2805320542 hasPublicationYear "2018" @default.
• W2805320542 type Work @default.
• W2805320542 sameAs 2805320542 @default.
• W2805320542 citedByCount "27" @default.
• W2805320542 countsByYear W28053205422019 @default.
• W2805320542 countsByYear W28053205422020 @default.
• W2805320542 countsByYear W28053205422021 @default.
• W2805320542 countsByYear W28053205422022 @default.
• W2805320542 countsByYear W28053205422023 @default.
• W2805320542 crossrefType "journal-article" @default.
• W2805320542 hasAuthorship W2805320542A5012167196 @default.
• W2805320542 hasAuthorship W2805320542A5016935526 @default.
• W2805320542 hasConcept C113706210 @default.
• W2805320542 hasConcept C133979268 @default.
• W2805320542 hasConcept C144024400 @default.
• W2805320542 hasConcept C151730666 @default.
• W2805320542 hasConcept C17744445 @default.
• W2805320542 hasConcept C19165224 @default.
• W2805320542 hasConcept C19417346 @default.
• W2805320542 hasConcept C199539241 @default.
• W2805320542 hasConcept C20555606 @default.
• W2805320542 hasConcept C25977355 @default.
• W2805320542 hasConcept C2778061430 @default.
• W2805320542 hasConcept C2779343474 @default.
• W2805320542 hasConcept C2780805685 @default.
• W2805320542 hasConcept C47177190 @default.
• W2805320542 hasConcept C71406770 @default.
• W2805320542 hasConcept C86803240 @default.
• W2805320542 hasConceptScore W2805320542C113706210 @default.
• W2805320542 hasConceptScore W2805320542C133979268 @default.
• W2805320542 hasConceptScore W2805320542C144024400 @default.
• W2805320542 hasConceptScore W2805320542C151730666 @default.
• W2805320542 hasConceptScore W2805320542C17744445 @default.
• W2805320542 hasConceptScore W2805320542C19165224 @default.
• W2805320542 hasConceptScore W2805320542C19417346 @default.
• W2805320542 hasConceptScore W2805320542C199539241 @default.
• W2805320542 hasConceptScore W2805320542C20555606 @default.
• W2805320542 hasConceptScore W2805320542C25977355 @default.
• W2805320542 hasConceptScore W2805320542C2778061430 @default.
• W2805320542 hasConceptScore W2805320542C2779343474 @default.
• W2805320542 hasConceptScore W2805320542C2780805685 @default.
• W2805320542 hasConceptScore W2805320542C47177190 @default.
• W2805320542 hasConceptScore W2805320542C71406770 @default.
• W2805320542 hasConceptScore W2805320542C86803240 @default.
• W2805320542 hasIssue "5" @default.
• W2805320542 hasLocation W28053205421 @default.
• W2805320542 hasOpenAccess W2805320542 @default.
• W2805320542 hasPrimaryLocation W28053205421 @default.
• W2805320542 hasRelatedWork W1964312559 @default.
• W2805320542 hasRelatedWork W2010470314 @default.
• W2805320542 hasRelatedWork W2043488089 @default.
• W2805320542 hasRelatedWork W2094798833 @default.
• W2805320542 hasRelatedWork W2143112441 @default.

• next