A Physical Education/Environmental Education Nexus: Transdisciplinary Approaches to Curriculum for a Sense of Belonging

Autor/inn/en	Riley, Kathryn; Proctor, Lynden
Titel	A Physical Education/Environmental Education Nexus: Transdisciplinary Approaches to Curriculum for a Sense of Belonging
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 3-4, S.267-278 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riley, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.29
Schlagwörter	Physical Education; Environmental Education; Interdisciplinary Approach; Vignettes; Teaching Methods; Physical Education Teachers; Teacher Attitudes; Well Being; Health Behavior; Educational Philosophy; Political Influences; Geographic Location + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Health behaviour; Gesundheitsverhalten; Bildungsphilosophie; Erziehungsphilosophie; Political influence; Politischer Einfluss
Abstract	Physical education (PE) is a site that brings categories of difference under erasure, presenting a wicked problem for how a sense of belonging is cultivated for all learners to foster physical activity, health and wellbeing across the lifespan. This article explores how, we, as two teachers of PE, turned to postqualitative and 'new' materialist inquiry to generate a sense of belonging within a PE/environmental education nexus. Taking up Karen Barad's agential realism and Gilles Deleuze and Félix Guattari's rhizome, we conceptualise this PE/environmental education nexus as a transdisciplinary approach to curriculum that enacts a knowing/being/thinking/doing between, and across, borders, boundaries, categories, fields and practices. We then show how this nexus was actualised in our teaching practices through two vignettes. As transdisciplinary approaches to curriculum are grounded in the lived, embodied and embedded (micro) politics of location, individuals are imbued with affective obligation to enact affirmative patterns of relating moment-to-moment. This means that a sense of belonging is always imminent, invented and co-created, bringing attention to situated obligations to enact good relations with ourselves, each other and wider planetary systems. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01