On Being Critical in Health and Physical Education

Autor/inn/en	Fitzpatrick, Katie; Russell, Dan
Titel	On Being Critical in Health and Physical Education
Quelle	In: Physical Education and Sport Pedagogy, 20 (2015) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2013.837436
Schlagwörter	Physical Education; Health Education; Critical Theory; Ethnography; Inquiry; Classroom Observation Techniques; Educational Practices; Educational Strategies; Classroom Environment; Power Structure; Play; Controversial Issues (Course Content); Socioeconomic Influences; Teaching Methods; Secondary School Teachers; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kritische Theorie; Ethnografie; Bildungspraxis; Lehrstrategie; Klassenklima; Unterrichtsklima; Spiel; Controversial issues; Kontroverse; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Neuseeland
Abstract	Background: This paper is a reflection on being a critical teacher of health and physical education. It is a conversation of sorts between the two authors: a critical educator and researcher, and a critical teacher. It is based on the shared experiences of one of the author's (Dan) high-school PE and health classes over the course of a year during a critical ethnography of health and PE undertaken by the other author (Katie). The study was conducted at a multiethnic and low-socioeconomic high school in New Zealand. Purpose: The purpose of this article is to reflect on what it means to undertake and embody a critical pedagogical approach to health and PE teaching. We explore the key tenets of Dan's approach and engage in a dialogue about the challenges and possibilities of such work. Design and analyses: The argument here is informed by the aforementioned critical ethnographic study but the authors take a step back from that study in this paper to reflect on critical pedagogy in the field of health and PE and what drives one practitioner to forward his approach despite the difficulties he encounters. We draw on a range of analytical tools including critical approaches to gender, embodiment and pedagogy. Conclusions: We argue that, despite the difficulties of being critical in health and PE, such work is greatly needed in health and physical education. We suggest that, perhaps, a more embodied form of critical pedagogy is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01