Defining an organizational role in a contested field. The evolution of UNESCO's approach to physical education.

Autor/inn/en	Uhlenbrock, Christina; Meier, Henk Erik
Titel	Defining an organizational role in a contested field. The evolution of UNESCO's approach to physical education.
Quelle	In: The international journal of the history of sport, 35 (2018) 11, S. 1130-1148 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0952-3367; 1743-9035
DOI	10.1080/09523367.2019.1612881
Schlagwörter	Lehrplan; Politische Entwicklung; Sportunterricht; UNESCO (Organisation der Vereinten Nationen für Bildung, Wissenschaft, Kultur und Kommunikation)
Abstract	Neo-institutionalist scholars of comparative education have claimed that international organizations (IOs) promote educational scripts that result in a harmonization of school curricula. However, this neo-institutional model seems to be inadequate for the field of physical education (PE), as it neglects the contested and politicized space of global PE policy-making, which is illustrated by the evolution of UNESCO's role and approach within the highly contested field of PE policy development. Historical analysis suggests that three main factors could explain the challenging and time-intensive evolution of UNESCO's approach to PE: (a) limited capacity of IOs, (b) limited capacity of professions, and (c) problematic quality of theorizations. Moreover, the strongly associated cultural meaning of PE as well as the lack of capacity for resource-intensive PE implementation have led to resistance against and the non-implementation of Western-based concepts by non-Western countries. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3