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dc.contributor.authorWhatman, S
dc.contributor.authorQuennerstedt, M
dc.contributor.authorMcLaughlin, J
dc.date.accessioned2017-07-03T05:14:28Z
dc.date.available2017-07-03T05:14:28Z
dc.date.issued2017
dc.identifier.issn1837-7122
dc.identifier.doi10.1080/18377122.2017.1315950
dc.identifier.urihttp://hdl.handle.net/10072/341216
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom115
dc.relation.ispartofpageto131
dc.relation.ispartofissue2
dc.relation.ispartofjournalAsia-Pacific Journal of Health, Sport and Physical Education
dc.relation.ispartofvolume8
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.titleIndigenous knowledges as a way to disrupt norms in physical education teacher education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorWhatman, Sue L.


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