HPE in Aotearoa New Zealand: The Reconfiguration of Policy and Pedagogic Relations and Privatisation of Curriculum and Pedagogy

Autor/inn/en	Penney, Dawn; Petrie, Kirsten; Fellows, Sam
Titel	HPE in Aotearoa New Zealand: The Reconfiguration of Policy and Pedagogic Relations and Privatisation of Curriculum and Pedagogy
Quelle	In: Sport, Education and Society, 20 (2015) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2014.947566
Schlagwörter	Foreign Countries; Physical Education; Health Education; Educational Policy; Privatization; Curriculum Development; Academic Discourse; Internet; Network Analysis; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Politics of education; Bildungspolitik; Privatisation; Privatisierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Discourse; Diskurs; Netzplantechnik; Neuseeland
Abstract	This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an "open market" situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of HPE across all phases of education. The data arising revealed an array of government and non-governmental agencies and organisations acting as producers of resources and deliverers of HPE-related programmes in schools. It also clearly pointed to structural convergence between government and non-government sectors. This paper locates the findings from the research amidst developments in policy relations and networks spanning education, health and sport, and presents a theoretically oriented critical re-examination of the structural reconfiguration of contemporary HPE in Aotearoa New Zealand. Analysis brings together insights from Ball and Junemann's work on policy networks and Bernstein's theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. Attention is directed to the significance of changes in the nature of both the Official Recontextualizing Field and Pedagogic Recontextualizing field, and the connections between the two fields. Changes in the recontextualizing fields are discussed in relation to official pedagogic discourse of HPE and the pedagogic discourse of reproduction. This analysis brings to the fore prospective curriculum and pedagogic implications of new policy networks and new networks of providers associated with provision of HPE in schools. Discussion acknowledges potentially varied readings of contemporary developments and addresses the opportunities and challenges for teachers and teacher educators in Aotearoa New Zealand and internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10