A Sociocultural Perspective as a Curriculum Change in Health and Physical Education

Autor/in	Cliff, Ken
Titel	A Sociocultural Perspective as a Curriculum Change in Health and Physical Education
Quelle	In: Sport, Education and Society, 17 (2012) 3, S.293-311 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2011.608935
Schlagwörter	Curriculum Development; Physical Education; Sociocultural Patterns; Foreign Countries; Cultural Influences; Educational Change; Teacher Attitudes; Student Attitudes; Classroom Observation Techniques; Barriers; Action Research; Semi Structured Interviews; Focus Groups; Discourse Analysis; Educational Theories; Social Theories; Teaching Methods; Educational Practices; Accountability; Decision Making; Health Education; National Curriculum; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Körpererziehung; Sportunterricht; Soziokulturelle Theorie; Ausland; Cultural influence; Kultureinfluss; Bildungsreform; Lehrerverhalten; Schülerverhalten; Projektforschung; Diskursanalyse; Educational theory; Theory of education; Bildungstheorie; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Verantwortung; Decision-making; Entscheidungsfindung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Australien
Abstract	As a lens through which to read and understand a subject area and its curriculum content and issues, a sociocultural perspective is a recent and arguably significant change for the Health and Physical Education (HPE) Key Learning Area (KLA) in Australia. Its significance lies, first, in the fact that it seems to represent a notable departure from the predominantly medico-scientific, bio-physical and even psychological foundations of the learning area as it stood throughout the second half of the twentieth century, and second, because its attention to social and cultural influences on health put it in direct opposition to notions which locate health almost solely in the individual and his or her decisions. Despite the potential ramifications of these shifts for practitioners, to date there has been little research that has examined this change within the context of the classroom. This paper reports on a research project conducted in two classrooms in the Australian state of New South Wales, which began with the question "what happens when you introduce a unit of work planned with the aim of developing a sociocultural perspective into the HPE classroom?" I respond to this question by drawing on teacher and student interviews, planning sessions, and classroom observations and recordings to discuss the most prominent discursive tensions and organisational constraints that stand as impediments to a sociocultural perspective as a practiced curriculum change. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10