Pedagogies for Justice in Health and Physical Education

Autor/inn/en	Wrench, Alison; Garrett, Robyne
Titel	Pedagogies for Justice in Health and Physical Education
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 7 (2016) 3, S.235-250 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1222239
Schlagwörter	Foreign Countries; Social Justice; Equal Education; Disadvantaged Youth; Educational Practices; Health Education; Physical Education; Academic Standards; Dance Education; Learner Engagement; Case Studies; Elementary School Teachers; Indigenous Populations; Minority Group Students; Teacher Responsibility; Australia + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Benachteiligter Jugendlicher; Bildungspraxis; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Dance; Education; Tanzerziehung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Lehrverpflichtung; Australien
Abstract	In developed economies, such as Australia, schooling is heavily impacted by neo-liberal and neo-conservative agendas. Policies suggest a homogeneity in students that fails to reflect regional contexts of inequality. For the new Australian Curriculum, which includes Health and Physical Education (AC: HPE), this logic prioritises consistency in content and standards for students no matter location or socio-economic circumstances. Little is known about the "lived" realities of such aspirations as they relate to teaching students from disadvantaged regions. This paper reports on practitioner inquiry into a redesigned dance unit, as part of a broader investigation into the implementation of AC: HPE with disadvantaged students. We draw on literature around student engagement and Nancy Fraser's theorisation of justice to explore the pedagogical redesign. We conclude in arguing that enhanced learning outcomes for disadvantaged students are dependent upon rich and contextualised pedagogical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01