Socially-critical orientations and pedagogies for justice in HPE

Year: 2016

Author: Wrench, Alison, Garrett, Robyne

Type of paper: Abstract refereed

Abstract:
Critical pedagogy is underpinned by a multiplicity in theoretical perspectives and practices (McArthur 2010). Despite this diversity and problematisations around possibilities and practicalities of implementation, consensus exists in relation to aims for enhancing justice outcomes and effects of education (McArthur 2010).Within the field of Health and Physical Education (HPE) critical pedagogy has been aligned with developing sociocultural perspectives amongst HPE educators (Cliff 2012). Of significance has been the countering of linear models of pedagogy and instructional techniques informed by bio-medical and psychological sciences (Tinning 2010). In this paper we are working from the premise that an engagement with sociocultural perspectives and critical orientations to pedagogy is important if HPE is to be a site of inclusion rather than marginalisation (Sicilia-Camacho & Fernandez-Balboa 2009). In an attempt to frame our work in developing sociocultural perspective and critical orientations amongst pre-service and in-service teachers we will first discuss notions of inclusion. We then address Nancy Fraser’s three-fold framework of distribution, recognition and representational justice and identify implications for critically oriented pedagogies of HPE. In our third move we explore the significance of high affective, cognitive and operative engagement (Munns & Sawyer 2013) for critical orientations and pedagogies in HPE. In conclusion we argue that sociocultural perspectives and critically orientated pedagogies of HPE can lead to inclusion and justice outcomes for students, however they involve teachers taking risks, questioning their certainties and problematising that which is taken for granted (Foucault 1988; 2007). References Cliff, K. (2012), A sociocultural perspective as a curriculum change in health and physical education. Sport Education and Society,17(3):293-311. Fraser, N. (2010). Scales of Justice: Reimagining Political Space in a Globalising World. New York: Columbia University Press.Foucault, M. (1988). The Concern for Truth. In L. D. Kritzman (Ed) Michel Foucault: Politics Philosophy Culture. London, Routledge: 255-267.Foucault, M. (2007). The Politics of Truth. Los Angeles: Semiotext(e).Munns, G. & Sawyer, S. W. (2013). Student engagement: the research methodology and the theory. In G. Munns, W. Sawyer and B. Cole (Eds), Exemplary Teachers of Students in Poverty (pp.14-32). New York: Routledge.Sicilia-Camacho, A. & Fernandez-Balboa, J. M. (2009). "Reflecting on the moral base of critical pedagogy in PETE: towards a Foucaultian perspective on ethics and care of the self." Sport Education and Society 14(4): 443-463.Tinning, R. (2010). Pedagogy and Human Movement: Theory, practice, research. London, Routledge.

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