'I Didn't Even Know That There Was Such a Thing as Aboriginal Games': A Figurational Account of How Indigenous Students Experience Physical Education

Autor/in	Williams, John
Titel	'I Didn't Even Know That There Was Such a Thing as Aboriginal Games': A Figurational Account of How Indigenous Students Experience Physical Education
Quelle	In: Sport, Education and Society, 23 (2018) 5, S.462-474 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1210118
Schlagwörter	Foreign Countries; Indigenous Populations; Grade 7; Grade 8; Grade 9; Grade 10; Adolescents; Physical Education; Student Experience; Social Influences; Longitudinal Studies; Semi Structured Interviews; Web Sites; Documentation; Cultural Relevance; Minority Group Students; Racial Bias; Social Bias; Curriculum; Culturally Relevant Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Körpererziehung; Sportunterricht; Studienerfahrung; Sozialer Einfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Web-Design; Dokumentation; Racial discrimination; Rassismus; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	This article is about how Indigenous students from Year 7 to 10 at three government schools in the Australian Capital Territory (ACT) experience PE. The research question being, how do Indigenous students experience PE at the schools selected for the research? A process oriented approach was used to answer this question. In particular, figurational sociology was chosen because of its usefulness in interpreting sociological problems processually. The idea of the figuration or configuration was utilized to represent human power relationships, as well as systems and processes. The study also drew upon the complimentary figurational concept of habitus. An accompanying methodology sympathetic to figurational sociology reconstructed the macro and micro levels of the figuration studied. This figuration being the PE provision across the three sites. The macro level depicts the contemporary social structure or 'rules' of the figuration and the micro level the individuals that exist within this social structure. Data were collected over a two year period using semi-structured interviews, school websites, school based documentation and wider ACT Education and Training Directorate system level documents. The research found that Indigenous students experience almost entirely Eurocentric PE that lacks acknowledgment of their own culture. The PE provided is an example of 'superior' knowledge characteristic of dominant groups. The research also showed that the habituses of key players such as principals, Health and Physical Education curriculum writers and teachers were pivotal as long-term processes in upholding Eurocentric PE content. The findings suggest that for Indigenous perspectives to be included in PE as stipulated in national level documentation, policy directives alone are inadequate. For meaningful change to take place alteration at the habitus level of the mentioned key players has to occur and such change requires a multi-faceted approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01