Critical Pedagogies for Community Building: Challenging Ableism in Higher Education Physical Education in the United States

Autor/inn/en	Lynch, Shrehan; Simon, Mara; Maher, Anthony
Titel	Critical Pedagogies for Community Building: Challenging Ableism in Higher Education Physical Education in the United States
Quelle	In: Teaching in Higher Education, 28 (2023) 1, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lynch, Shrehan) ORCID (Simon, Mara) ORCID (Maher, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1789858
Schlagwörter	Critical Theory; Physical Education; Attitudes toward Disabilities; Social Bias; Racquet Sports; College Students; Higher Education; Health Education; Interpersonal Relationship; Attitude Change; Student Attitudes; Consciousness Raising + Suchen Sie Ihr Suchwort? Kritische Theorie; Körpererziehung; Sportunterricht; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attitudinal change; Einstellungsänderung; Schülerverhalten; Bewusstseinsbildung
Abstract	Enacting critical pedagogies within physical education (PE) contexts have been found to increase critical consciousness and disrupt hegemonic taken-for-granted assumptions about ability and the body. As an under-researched area, the aim of our research was to explore the extent to which a critical pedagogical approach in PE can disrupt normative ableist notions of disability through a disability-specific, critically orientated, tennis class. Six students from a large southeastern US university chose to participate and student video narratives and reflective essays were collated as data sources. Through inductive and deductive data analysis, the key themes constructed were: (1) 'the learning journey in critical education', underpinned by the following subthemes: (i) 'initial shock', (ii) 'new experiences', and (iii) 'humbling encounters'; and (2) 'consequences of critical pedagogy', supported by (a) 'building a community through meaningful relationships', and (b) 'change in perspective'. We conclude by discussing the pedagogical potential of our critical approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01