Invented Tradition and How Physical Education Curricula in the Australian Capital Territory Has Resisted Indigenous Mention

Autor/in	Williams, John
Titel	Invented Tradition and How Physical Education Curricula in the Australian Capital Territory Has Resisted Indigenous Mention
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 7 (2016) 3, S.219-234 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1233803
Schlagwörter	Physical Education; Foreign Countries; Folk Culture; Indigenous Populations; Content Analysis; Physical Education Teachers; High School Students; Curriculum Evaluation; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Ausland; Sinti und Roma; Inhaltsanalyse; Physical education; Physical training; Teacher; Teachers; Sportlehrer; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Australien
Abstract	This article reports how "invented tradition" [Hobsbawm, E. (2012), "Introduction: Inventing traditions." In E. Hobsbawm & T. Ranger (Eds.), "The invention of tradition" (pp. 1-14). New York, NY: Cambridge University Press] as a long-term process has contributed to Indigenous students experiencing physical education (PE) within Eurocentric curricula that largely ignores their own culture. The study was undertaken at three high schools within the Australian Capital Territory (ACT) which come under the remit of the ACT Education and Training Directorate. Documentary evidence was the main data source and figurational sociology was used to inform the study and analyse the data. Central to figurational sociology is the notion of the figuration which refers to how individuals are located interdependently in social structures characterised by relationships of power. Historical and contemporary documents were analysed using content and thematic analysis according to the premise that the document writers are themselves included in figurations and their inclusion or presence has to be taken into account [Dolan, P. (2009)," Using documents: A figurational approach." In J. Hogan, P. Dolan, & P. Donnelly (Eds.), "Approaches to qualitative research: Theory and its practical application" (pp. 185-208). Cork: Oak Trees Press]. The paper identifies key events and long-term processes mainly linked to Australia's colonial past that have shaped contemporary PE curricula. Despite intent within historical PE curricula to include Indigenous perspectives in PE these have largely not translated to actual teaching. The final part of the paper suggests additional research to find ways to embed these perspectives. This is important because current curriculum requirements at a national level emphasise these perspectives. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01