Indigenous knowledges as a way to disrupt norms in physical education teacher education
Author(s)
Whatman, S
Quennerstedt, M
McLaughlin, J
Griffith University Author(s)
Year published
2017
Metadata
Show full item recordAbstract
The maintenance and reproduction of prevailing hegemonic norms have been well explored in physical education teacher education (PETE). A related problem has been the exclusion of Indigenous knowledges around health and physical education (HPE) in students’ experiences of HPE and PETE. The danger is that certain ways of being and becoming a PE teacher, other than the sporty, fit, healthy (and white) teacher, are excluded, positioning other preservice teachers’ experiences, knowledges and ways to teach as deficient. In this paper, we discuss findings from an investigation (Australian Office for Learning and Teaching CG10-1718) ...
View more >The maintenance and reproduction of prevailing hegemonic norms have been well explored in physical education teacher education (PETE). A related problem has been the exclusion of Indigenous knowledges around health and physical education (HPE) in students’ experiences of HPE and PETE. The danger is that certain ways of being and becoming a PE teacher, other than the sporty, fit, healthy (and white) teacher, are excluded, positioning other preservice teachers’ experiences, knowledges and ways to teach as deficient. In this paper, we discuss findings from an investigation (Australian Office for Learning and Teaching CG10-1718) into the HPE practicum experiences of Indigenous Australian preservice teachers, illustrating the resources they bring to Australian HPE and PETE through the lens of John’s Dewey’s notion of growth and Todd’s [(2014). Between body and spirit: The liminality of pedagogical relationships. Journal of Philosophy of Education, 48(2), 231–245] ideas of liminality of pedagogical relations. This enables us to discuss Indigenous preservice teachers’ capacity in disrupting norms in HPE and fostering the liminality of the pedagogical relations in PETE.
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View more >The maintenance and reproduction of prevailing hegemonic norms have been well explored in physical education teacher education (PETE). A related problem has been the exclusion of Indigenous knowledges around health and physical education (HPE) in students’ experiences of HPE and PETE. The danger is that certain ways of being and becoming a PE teacher, other than the sporty, fit, healthy (and white) teacher, are excluded, positioning other preservice teachers’ experiences, knowledges and ways to teach as deficient. In this paper, we discuss findings from an investigation (Australian Office for Learning and Teaching CG10-1718) into the HPE practicum experiences of Indigenous Australian preservice teachers, illustrating the resources they bring to Australian HPE and PETE through the lens of John’s Dewey’s notion of growth and Todd’s [(2014). Between body and spirit: The liminality of pedagogical relationships. Journal of Philosophy of Education, 48(2), 231–245] ideas of liminality of pedagogical relations. This enables us to discuss Indigenous preservice teachers’ capacity in disrupting norms in HPE and fostering the liminality of the pedagogical relations in PETE.
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Journal Title
Asia-Pacific Journal of Health, Sport and Physical Education
Volume
8
Issue
2
Subject
Curriculum and pedagogy
Specialist studies in education
Specialist studies in education not elsewhere classified