Physical Education PLC: Neoliberalism, Curriculum and Governance. New Directions for PESP Research

Autor/inn/en	Evans, John; Davies, Brian
Titel	Physical Education PLC: Neoliberalism, Curriculum and Governance. New Directions for PESP Research
Quelle	In: Sport, Education and Society, 19 (2014) 7, S.869-884 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2013.850072
Schlagwörter	Physical Education; Neoliberalism; Privatization; Educational Research; Governance; Self Concept; Political Influences; Evaluation Methods; Student Evaluation; Teaching Methods; Social Capital; Cultural Capital; Social Justice; Physical Education Teachers; Democratic Values; Foreign Countries; Equal Education; Freedom; United Kingdom + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Neo-liberalism; Neoliberalismus; Privatisation; Privatisierung; Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Selbstkonzept; Political influence; Politischer Einfluss; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialkapital; Soziale Gerechtigkeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Freiheit; Großbritannien
Abstract	How might Physical Education and Sport Pedagogy (PESP) communities in the UK, Europe, Australasia and elsewhere go about researching the implications of neoliberalism and increasing privatisation of Education for the entitlements of young people to a common, comprehensive, high quality, equitable Physical Education (PE)? Our analyses suggest that research attention to the politics of identity, essentially, how pupils are positioned "within" institutions in "relation to" various discourses, cultures and values given by the curriculum, pedagogical and assessment practices of schooling and Initial Teacher Education Physical Education (ITEPE) is a necessary but insufficient research agenda if the profession's project is social justice and pursuit of democratic ideals. The paper calls for some refocusing and expansion of sociological and educational research interests so that equal regard is paid to the political economy of education including "relations between" PE and the new forms of governance and school organisation now featuring in countries across the globe. Together these relations within and between are altering the education landscape in new and unpredictable ways, including how social, cultural and physical capital is distributed and 'consumed' in and through PE in schools and ITEPE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10