Re-Theorising Inclusion and Reframing Inclusive Practice in Physical Education

Autor/inn/en	Penney, Dawn; Jeanes, Ruth; O'Connor, Justen; Alfrey, Laura
Titel	Re-Theorising Inclusion and Reframing Inclusive Practice in Physical Education
Quelle	In: International Journal of Inclusive Education, 22 (2018) 10, S.1062-1077 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penney, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1414888
Schlagwörter	Inclusion; Physical Education; Teaching Methods; Educational Principles; Physical Education Teachers; Teacher Educators; Educational Change; Educational Policy; Curriculum Development; Teacher Education Programs; Foreign Countries; Educational History; Educational Philosophy; Decision Making; Interdisciplinary Approach; Australia + Suchen Sie Ihr Suchwort? Inklusion; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Decision-making; Entscheidungsfindung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien
Abstract	Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca's [(2013). "Toward an Interdisciplinary Framework for Educational Inclusivity." "Canadian Journal of Education" 36 (1): 305-348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01