Pub Date : 2022-09-02DOI: 10.1080/25742981.2022.2125816
D. Aldous, Victoria L. Evans, Rhys Lloyd, Fiona Heath-Diffey, F. Chambers
ABSTRACT This paper provides insight into secondary Physical Education (PE) teachers’ experiences of beginning to re-imagine secondary physical education provision in light of the new Curriculum for Wales, 2022 (CfW). Data were generated through analysis of semi-structured interviews (n = 5) with secondary PE teachers who participated in three workshops which uses a design-thinking methodology. Informed by Ball and colleagues’ conceptualisation of policy work, findings draw attention towards how engagement in the workshops provided a foundation for the participants to begin interpretation and translation of the new CfW and consider re-imagining existing PE provision within the school context. Participants’ interpretations of the new CfW centred around health and physical activity provision which were shaped by a connection with a range of health and physical activity stakeholders. This enabled participants to translate their ideas from the workshops into pedagogical practices within the school context. The paper concludes by suggesting secondary PE teacher’s realisation of the new CfW would be enhanced through opportunities to further integrate disciplinary ideas from health, sport, physical activity, and education across national and global contexts.
{"title":"Realising curriculum possibilities in Wales: teachers’ initial experiences of re-imagining secondary physical education","authors":"D. Aldous, Victoria L. Evans, Rhys Lloyd, Fiona Heath-Diffey, F. Chambers","doi":"10.1080/25742981.2022.2125816","DOIUrl":"https://doi.org/10.1080/25742981.2022.2125816","url":null,"abstract":"ABSTRACT This paper provides insight into secondary Physical Education (PE) teachers’ experiences of beginning to re-imagine secondary physical education provision in light of the new Curriculum for Wales, 2022 (CfW). Data were generated through analysis of semi-structured interviews (n = 5) with secondary PE teachers who participated in three workshops which uses a design-thinking methodology. Informed by Ball and colleagues’ conceptualisation of policy work, findings draw attention towards how engagement in the workshops provided a foundation for the participants to begin interpretation and translation of the new CfW and consider re-imagining existing PE provision within the school context. Participants’ interpretations of the new CfW centred around health and physical activity provision which were shaped by a connection with a range of health and physical activity stakeholders. This enabled participants to translate their ideas from the workshops into pedagogical practices within the school context. The paper concludes by suggesting secondary PE teacher’s realisation of the new CfW would be enhanced through opportunities to further integrate disciplinary ideas from health, sport, physical activity, and education across national and global contexts.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"253 - 269"},"PeriodicalIF":1.9,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44842956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1080/25742981.2022.2114841
S. Stevens, K. Thompson
ABSTRACT The possibility for enacting transformative practices in Physical Education Teacher Education (PETE) is shaped by the social, political, and material landscape. However, it is vital we acknowledge our contributing role as PETE lecturers in this shaping process. This paper presents the authors study of their critical friendship aimed at making sense of transformative practices in PETE. The voices of recently graduated teachers telling us how they interpret and enact transformative practice are examined using a hermeneutic lens, to demonstrate our shared response and subsequent attempts to make sense of our own teaching practice. This work highlights the liminality and contradictions that both students and lecturers experience in PETE, and we are reminded that continual interrogation and exploration of the lecturer’s role is essential; especially when the work of being transformative in PETE actively encourages students to do the same. We suggest this requires not only the time and space needed for introspection; but moreover, the requisite willingness and vulnerability required to consider the teacher educator’s role in how students come to construct knowledge. Those within PETE should consider the use of dialogic conversations in transformative practice, not only for support, but for critically evolving practice and understanding of the profession.
{"title":"Contradictions and realisations – a critical friendship in the pursuit of transformative PETE","authors":"S. Stevens, K. Thompson","doi":"10.1080/25742981.2022.2114841","DOIUrl":"https://doi.org/10.1080/25742981.2022.2114841","url":null,"abstract":"ABSTRACT The possibility for enacting transformative practices in Physical Education Teacher Education (PETE) is shaped by the social, political, and material landscape. However, it is vital we acknowledge our contributing role as PETE lecturers in this shaping process. This paper presents the authors study of their critical friendship aimed at making sense of transformative practices in PETE. The voices of recently graduated teachers telling us how they interpret and enact transformative practice are examined using a hermeneutic lens, to demonstrate our shared response and subsequent attempts to make sense of our own teaching practice. This work highlights the liminality and contradictions that both students and lecturers experience in PETE, and we are reminded that continual interrogation and exploration of the lecturer’s role is essential; especially when the work of being transformative in PETE actively encourages students to do the same. We suggest this requires not only the time and space needed for introspection; but moreover, the requisite willingness and vulnerability required to consider the teacher educator’s role in how students come to construct knowledge. Those within PETE should consider the use of dialogic conversations in transformative practice, not only for support, but for critically evolving practice and understanding of the profession.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"238 - 252"},"PeriodicalIF":1.9,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1080/25742981.2022.2112921
A. Fröberg, Petter Wiklander, S. Lundvall
ABSTRACT In this paper, we add to the literature by exploring how sustainable development (SD) and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school physical education and health (PEH) syllabi. The source of data was the PEH syllabi and the commentary material, as produced by the Swedish National Agency of Education. These were qualitatively analysed through document and thematic analysis using two educational guideline resources as guiding frameworks. We found no explicit statements related to SD in the PEH syllabi for the compulsory school and upper secondary school. In the commentary materials, however, there were explicit statements made in relation to outdoor life and nature and ergonomics. We also found links possible between the PEH syllabi and totally five SDGs as the syllabi stands today. Our analysis signals a lack of conceptualisation of SD, but also openings for working with these perspectives, and to address these in the Swedish PEH syllabi.
{"title":"Sustainability-oriented learning in physical education and health (PEH)? A document analysis of the Swedish syllabi","authors":"A. Fröberg, Petter Wiklander, S. Lundvall","doi":"10.1080/25742981.2022.2112921","DOIUrl":"https://doi.org/10.1080/25742981.2022.2112921","url":null,"abstract":"ABSTRACT In this paper, we add to the literature by exploring how sustainable development (SD) and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school physical education and health (PEH) syllabi. The source of data was the PEH syllabi and the commentary material, as produced by the Swedish National Agency of Education. These were qualitatively analysed through document and thematic analysis using two educational guideline resources as guiding frameworks. We found no explicit statements related to SD in the PEH syllabi for the compulsory school and upper secondary school. In the commentary materials, however, there were explicit statements made in relation to outdoor life and nature and ergonomics. We also found links possible between the PEH syllabi and totally five SDGs as the syllabi stands today. Our analysis signals a lack of conceptualisation of SD, but also openings for working with these perspectives, and to address these in the Swedish PEH syllabi.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"340 - 356"},"PeriodicalIF":1.9,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/25742981.2022.2106881
Jason K. Wallace, Dylan Scanlon, Antonio Calderón
ABSTRACT Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.
{"title":"Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives","authors":"Jason K. Wallace, Dylan Scanlon, Antonio Calderón","doi":"10.1080/25742981.2022.2106881","DOIUrl":"https://doi.org/10.1080/25742981.2022.2106881","url":null,"abstract":"ABSTRACT Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"271 - 287"},"PeriodicalIF":1.9,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/25742981.2022.2104652
S. Sutherland, J. Walton-Fisette
ABSTRACT Expanding on our previous work considering the impact of physical education policy on curriculum within the United States of America (U.S.), we undertake a critical reflection of the influence of policy work at the state level. Specifically, we focus on the impact of physical education policy (e.g. standards) within Ohio on curriculum, pedagogy, and state-mandated assessment. SB 210, signed into law in 2010, established the measurement of student success in attaining the benchmarks outlined in the Ohio Physical Education Academic Content Standards. We consider the impact of this legislation and resulting policy documents on the intra-active nature of curriculum, pedagogy, and assessment in the current socio-political environment in Ohio. We highlight the tension between developing socially just physical education curriculum and practices at a time when the state legislature is passing more conservative legislation within education and beyond.
{"title":"Intra-active policy work in Ohio: curriculum, pedagogy, and assessment","authors":"S. Sutherland, J. Walton-Fisette","doi":"10.1080/25742981.2022.2104652","DOIUrl":"https://doi.org/10.1080/25742981.2022.2104652","url":null,"abstract":"ABSTRACT Expanding on our previous work considering the impact of physical education policy on curriculum within the United States of America (U.S.), we undertake a critical reflection of the influence of policy work at the state level. Specifically, we focus on the impact of physical education policy (e.g. standards) within Ohio on curriculum, pedagogy, and state-mandated assessment. SB 210, signed into law in 2010, established the measurement of student success in attaining the benchmarks outlined in the Ohio Physical Education Academic Content Standards. We consider the impact of this legislation and resulting policy documents on the intra-active nature of curriculum, pedagogy, and assessment in the current socio-political environment in Ohio. We highlight the tension between developing socially just physical education curriculum and practices at a time when the state legislature is passing more conservative legislation within education and beyond.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"223 - 237"},"PeriodicalIF":1.9,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48859999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-14DOI: 10.1080/25742981.2022.2101133
Erin Walklate, Anthony Watt
ABSTRACT The purpose of this study was to consider the role of sport specialisms in contributing to local and community culture, and in supporting student-athletes to become ‘better people’. Research questions focused on why schools are adopting sport specialism and whether community organisations value the sport specialism. The study was phenomenological and qualitative in nature, whereby six school leaders were asked to share their experiences of sport specialism via in-depth, extended and face-to-face interviews with the researchers. Results generated the following themes: intended outcomes, student engagement, sport specialism and the local community. Conclusions highlighted that schools with sport specialism often feel the need to compete in an educational marketplace and sport specialism can have positive outcomes for young people and their communities. Findings may contribute to schools, school leaders and teachers considering the importance of positive relationships developed with the local community. The creation of an athlete-friendly culture and the focus of sport specialisms in schools to assisting young athletes to become better people were also identified as outcomes.
{"title":"Sport specialism in schools contributing to culture: supporting student-athletes to become better people","authors":"Erin Walklate, Anthony Watt","doi":"10.1080/25742981.2022.2101133","DOIUrl":"https://doi.org/10.1080/25742981.2022.2101133","url":null,"abstract":"ABSTRACT The purpose of this study was to consider the role of sport specialisms in contributing to local and community culture, and in supporting student-athletes to become ‘better people’. Research questions focused on why schools are adopting sport specialism and whether community organisations value the sport specialism. The study was phenomenological and qualitative in nature, whereby six school leaders were asked to share their experiences of sport specialism via in-depth, extended and face-to-face interviews with the researchers. Results generated the following themes: intended outcomes, student engagement, sport specialism and the local community. Conclusions highlighted that schools with sport specialism often feel the need to compete in an educational marketplace and sport specialism can have positive outcomes for young people and their communities. Findings may contribute to schools, school leaders and teachers considering the importance of positive relationships developed with the local community. The creation of an athlete-friendly culture and the focus of sport specialisms in schools to assisting young athletes to become better people were also identified as outcomes.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"323 - 339"},"PeriodicalIF":1.9,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43938661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-07DOI: 10.1080/25742981.2022.2060119
Christina Curry, Tania Ferfolja, Kathryn Holmes, K. Parry, M. Sherry, M. Armour
ABSTRACT Menstrual health literacy has a direct impact on young peoples’ quality of life, health, academic and professional performance. In Australia, the key learning area of Health and Physical Education [HPE] provides opportunities for students to develop menstrual health literacy. This paper reports on the findings of a survey of 5007 young Australian women aged 13–25 on their experiences of menstruation, dysmenorrhea and education. The discussion herein relates to the qualitative component that asked the question ‘What was the most useful information about menstruation received in HPE [Health and Physical Education] class?’ Applying a thematic analysis to the data, three key themes emerged. These include: (a) it’s all just biology; (b) the cause but not the effect, and; (c) too little, too late. The findings suggest limitations in educational approaches taken by teachers potentially resulting in poor menstrual health literacy portending long-term negative health consequences for some individuals.
{"title":"Menstrual health education in Australian schools","authors":"Christina Curry, Tania Ferfolja, Kathryn Holmes, K. Parry, M. Sherry, M. Armour","doi":"10.1080/25742981.2022.2060119","DOIUrl":"https://doi.org/10.1080/25742981.2022.2060119","url":null,"abstract":"ABSTRACT Menstrual health literacy has a direct impact on young peoples’ quality of life, health, academic and professional performance. In Australia, the key learning area of Health and Physical Education [HPE] provides opportunities for students to develop menstrual health literacy. This paper reports on the findings of a survey of 5007 young Australian women aged 13–25 on their experiences of menstruation, dysmenorrhea and education. The discussion herein relates to the qualitative component that asked the question ‘What was the most useful information about menstruation received in HPE [Health and Physical Education] class?’ Applying a thematic analysis to the data, three key themes emerged. These include: (a) it’s all just biology; (b) the cause but not the effect, and; (c) too little, too late. The findings suggest limitations in educational approaches taken by teachers potentially resulting in poor menstrual health literacy portending long-term negative health consequences for some individuals.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"223 - 236"},"PeriodicalIF":1.9,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43971702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-03DOI: 10.1080/25742981.2022.2082879
Kellie Baker
ABSTRACT Ideas and beliefs about teaching, profoundly influenced by observations and experiences as K-12 pupils, are not easily disrupted. Physical Education Teacher Education, when beliefs might be examined, has long been criticised as a weak intervention to combat the powerful influence of K-12 socialisation. The purpose of this research was to gain insights into teacher educator practice by describing the influence of pre-service teachers’ (PSTs) occupational socialisation on their learning about and through Models-Based Practice (MBP). Multiple forms of qualitative data generated by nine PSTs enrolled in courses founded in MBP were analyzed using a deductive approach to map concepts from occupational socialisation theory onto the data. Two ways of disrupting PSTs’ ideas and beliefs about teaching are offered: (a) making the unfamiliar familiar and (b) a modest critical approach to innovation. The articulation of such practices holds possibilities for ways in which teacher educator practice might influence PSTs’ socialisation.
{"title":"Examining the influence of occupational socialisation on pre-service teachers’ perceptions of Models-Based Practice","authors":"Kellie Baker","doi":"10.1080/25742981.2022.2082879","DOIUrl":"https://doi.org/10.1080/25742981.2022.2082879","url":null,"abstract":"ABSTRACT Ideas and beliefs about teaching, profoundly influenced by observations and experiences as K-12 pupils, are not easily disrupted. Physical Education Teacher Education, when beliefs might be examined, has long been criticised as a weak intervention to combat the powerful influence of K-12 socialisation. The purpose of this research was to gain insights into teacher educator practice by describing the influence of pre-service teachers’ (PSTs) occupational socialisation on their learning about and through Models-Based Practice (MBP). Multiple forms of qualitative data generated by nine PSTs enrolled in courses founded in MBP were analyzed using a deductive approach to map concepts from occupational socialisation theory onto the data. Two ways of disrupting PSTs’ ideas and beliefs about teaching are offered: (a) making the unfamiliar familiar and (b) a modest critical approach to innovation. The articulation of such practices holds possibilities for ways in which teacher educator practice might influence PSTs’ socialisation.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"174 - 189"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/25742981.2022.2082310
R. Dixon, G. Abel, L. Burrows
ABSTRACT Critical health literacy (CHL) and more specifically the development of young people's CHL in school-based health education is an under-explored area in research. This is despite health literacy being viewed as a critical determinant of health in contemporary times (World Health Organization. (2016a). The mandate for health literacy. https://www.who.int/healthpromotion/conferences/9gchp/health-literacy/en/) and the ever-growing recognition of the need for people to be critical consumers and producers of knowledge in the twenty-first century. In this paper, we present findings from a qualitative study which explored the learning experiences and outcomes of senior secondary school-based health education in Aotearoa New Zealand. We conducted a deductive thematic analysis based upon a range of authors' descriptions of the components of CHL. Our findings indicate multiple ways in which health education has the potential to connect to the development of CHL, with these organized into four themes: Taking individual and collective action to promote health, interpersonal awareness and skills, knowledge of community and political structures and social determinants of health, critical thinking and appraisal of health-related information. We conclude the paper with implications for policy and practice relating to CHL in our complex times, as well as avenues for future inquiry in this under-researched area.
{"title":"A case for connecting school-based health education in Aotearoa New Zealand to critical health literacy","authors":"R. Dixon, G. Abel, L. Burrows","doi":"10.1080/25742981.2022.2082310","DOIUrl":"https://doi.org/10.1080/25742981.2022.2082310","url":null,"abstract":"ABSTRACT Critical health literacy (CHL) and more specifically the development of young people's CHL in school-based health education is an under-explored area in research. This is despite health literacy being viewed as a critical determinant of health in contemporary times (World Health Organization. (2016a). The mandate for health literacy. https://www.who.int/healthpromotion/conferences/9gchp/health-literacy/en/) and the ever-growing recognition of the need for people to be critical consumers and producers of knowledge in the twenty-first century. In this paper, we present findings from a qualitative study which explored the learning experiences and outcomes of senior secondary school-based health education in Aotearoa New Zealand. We conducted a deductive thematic analysis based upon a range of authors' descriptions of the components of CHL. Our findings indicate multiple ways in which health education has the potential to connect to the development of CHL, with these organized into four themes: Taking individual and collective action to promote health, interpersonal awareness and skills, knowledge of community and political structures and social determinants of health, critical thinking and appraisal of health-related information. We conclude the paper with implications for policy and practice relating to CHL in our complex times, as well as avenues for future inquiry in this under-researched area.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"127 - 142"},"PeriodicalIF":1.9,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/25742981.2022.2080567
S. Lynch, L. Davies
ABSTRACT In this article, the authors reflect on the experience of playing with research data in the form of poetic representation as early career researchers. The first author combined a collection of voices that intersected with her position as a transformative physical education teacher educator. Influenced by feminist thought, the principal author (re)created the research data in the form of a poem called ‘The WonderBread Factory’ rather than a traditional academic manuscript as a non-conforming piece of academic research. It was through this sense-making creative process that both authors reflected and concluded that poetry as a method can be a transformative process where scholars can transgress understandings of their role in the academy. They end with a call for others to join in solidarity.
{"title":"The WonderBread Factory: re-reading transformative data through poetic eyes as early career researchers, a poetic representation","authors":"S. Lynch, L. Davies","doi":"10.1080/25742981.2022.2080567","DOIUrl":"https://doi.org/10.1080/25742981.2022.2080567","url":null,"abstract":"ABSTRACT In this article, the authors reflect on the experience of playing with research data in the form of poetic representation as early career researchers. The first author combined a collection of voices that intersected with her position as a transformative physical education teacher educator. Influenced by feminist thought, the principal author (re)created the research data in the form of a poem called ‘The WonderBread Factory’ rather than a traditional academic manuscript as a non-conforming piece of academic research. It was through this sense-making creative process that both authors reflected and concluded that poetry as a method can be a transformative process where scholars can transgress understandings of their role in the academy. They end with a call for others to join in solidarity.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"237 - 251"},"PeriodicalIF":1.9,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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