Framing Citizenship: From Assumptions to Possibilities in Health and Physical Education

Autor/in	Wrench, Alison
Titel	Framing Citizenship: From Assumptions to Possibilities in Health and Physical Education
Quelle	In: Sport, Education and Society, 24 (2019) 5, S.455-467 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wrench, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2017.1403314
Schlagwörter	Foreign Countries; Health Education; Physical Education; Citizenship Education; Power Structure; Training; Games; Public Policy; Curriculum; Teaching Methods; Citizenship Responsibility; History; Human Body; Motion; Physical Activities; Australia + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausbildung; Game; Spiel; Spiele; Öffentliche Ordnung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Menschlicher Körper; Bewegungsablauf; Australien
Abstract	Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations' citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01