Public Policy, Physical Education and Sport in English-Speaking Africa

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Autor/in	Chepyator-Thomson, Jepkorir Rose
Titel	Public Policy, Physical Education and Sport in English-Speaking Africa
Quelle	In: Physical Education and Sport Pedagogy, 19 (2014) 5, S.512-521 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2014.891579
Schlagwörter	Public Policy; Physical Education; Christianity; Foreign Policy; Educational History; Indigenous Populations; Team Sports; African Culture; Teaching Methods; Educational Practices; Disadvantaged; Tests; Expenditures; Teacher Education; Economic Development; Competition; Educational Change; Educational Policy; After School Programs; Cultural Differences; Resource Allocation; Educational Attitudes; Cultural Influences; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Körpererziehung; Sportunterricht; Christentum; Außenpolitik; History of education; Bildungsgeschichte; Sinti und Roma; Mannschaftssport; Africa; Culture; Afrika; Kultur; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Examination; Prüfung; Examen; Ausgaben; Lehrerausbildung; Lehrerbildung; Wirtschaftsentwicklung; Wettkampf; Bildungsreform; Politics of education; Bildungspolitik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kultureller Unterschied; Ressourcenallokation; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Cultural influence; Kultureinfluss; Ausland; Großbritannien
Abstract	Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education. Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school-society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum. Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular--the exam-oriented and elitistoriented education--which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a "toothless subject" in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development. Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10