| 1. |
- Gerdin, Göran, 1980-, et al.
(författare)
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Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
- 2019
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 25:1, s. 273-290
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Tidskriftsartikel (refereegranskat)abstract
- The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.
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| 2. |
- Schenker, Katarina, et al.
(författare)
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Conceptualising social justice – what constitutes pedagogies for social justice in HPE across different contexts?
- 2019
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Ingår i: Curriculum Studies in Health and Physical Education. - : Taylor & Francis Group. - 2574-2981 .- 2574-299X. ; 10:2, s. 126-140
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Tidskriftsartikel (refereegranskat)abstract
- The paper explores the concept of social justice in Health andPhysical Education (HPE) as constituted and addressed acrossthree different countries – Sweden, Norway and New Zealand –and how HPE teaching practices for social justice may beunderstood from regulative, normative and cultural/cognitiveperspectives. Although much has been written about social justicein the field of HPE over the last three decades, there is littleresearch that has examined how teachers operationalise teachingfor social justice. Drawing on the experiences and insights gainedfrom an international collaboration project, that sought to addressthis knowledge gap, this paper examines what constitutespedagogies for social justice in HPE across different contexts. Theaim of this paper is to discuss: (i) our conceptualisation of socialjustice; and (ii) how this can be understood in relation to HPEpractice across different contexts. We conclude that what isregarded as important content for the teaching of social justicevaries from one context to another although there are also similarapproaches. Additionally, there is much to learn by seeing ‘it’, thatis, the nature of social justice and how this is played out in schoolHPE – from the ‘others’ perspectives’.
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| 3. |
- Gerdin, Göran, 1980-, et al.
(författare)
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Teaching for Student and Societal Wellbeing in HPE : Nine Pedagogies for Social Justice
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- We currently find ourselves living in precarious times (Kirk, 2020), with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Wilkinson and Pickett (2010) have demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.
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| 4. |
- Philpot, Rod, et al.
(författare)
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Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
- 2021
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; :1, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call 'social justice pedagogies'. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.
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| 5. |
- Lindgren, Eva-Carin M, et al.
(författare)
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Children’s stories about team selection: a discourse analysis
- 2017
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Ingår i: Leisure Studies. - Abingdon : Informa UK Limited. - 0261-4367 .- 1466-4496. ; 36:5, s. 633-644
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 Informa UK Limited, trading as Taylor & Francis GroupThe aim of our study was to identify and problematise messages and value principles visible in children’s stories about team selection in sport. To achieve this, we adopted a discourse analysis approach. Semi-structured face-to-face interviews were conducted with 24 children aged 10–11 years who participated in four team sports in 12 different Swedish sports clubs. Based on the children’s stories, the findings reveal two discourses of team selection: one participation/inclusion-oriented and one performance/exclusion-oriented discourse in which four different forms of team selection work. The participation/inclusion-oriented discourse constructs sport as a fun game that involves all participating children. The performance/exclusion-oriented discourse shows that coaches select the best children in the team to obtain the best chance of winning games. Some of the coaches have given conflicting messages that align with both discourses, which are revealed by both the girls’ and the boys’ voices in varying degrees. The findings also demonstrate that children’s reasons for playing sport are in harmony with the participation/inclusive-oriented discourse. This discourse represents a child’s perspective, promoting every child’s right to participate under the same conditions. However, the selection procedure in both discourses exhibits strong classification, since coaches are the ones who possess the power to select.
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| 6. |
- Philpot, Rod, et al.
(författare)
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Taking action for social justice in HPE classrooms through explicit critical pedagogies
- 2021
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis Group. - 1740-8989 .- 1742-5786. ; 26:6, s. 662-674
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Tidskriftsartikel (refereegranskat)abstract
- Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms.Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries.Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway.Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers' practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team.Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as 'equity not equality', (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE.Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.
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| 7. |
- Smith, Wayne, et al.
(författare)
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School HPE : its mandate, responsibility and role in educating for social cohesion
- 2021
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Ingår i: Sport, Education and Society. - : Taylor & Francis Group. - 1357-3322 .- 1470-1243. ; 26:5, s. 500-513
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Tidskriftsartikel (refereegranskat)abstract
- In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance interpersonal relations, and social cohesion. This paper explores the definition of social cohesion, as well as theories that support its inclusion in school practices before drawing on observational and interview data from of an international project that reveal how HPE teachers across three different countries teach for social cohesion. In our analysis of the data, we employ Allport’s ‘Contact Theory’ (1954) and Pettigrew’s (1998) extension of this theory to conceptualise and interpret the teaching for social cohesion in HPE practice. Within the overarching theme of teaching for social cohesion we present and discuss five sub-themes as examples of the teachers’ pedagogies: (1) a focus on inclusiveness; (2) the inclusion of culturally inclusive practices; (3) building teacher/student and student/student relationships; (4) planning and structuring activities for students to work together in heterogeneous teams while focusing on cooperation; and (5) focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. We conclude by stating that HPE should be recognised for its role in creating opportunities for constructive social interaction between students of difference, which can contribute to greater inclusion, social cohesion and ultimately social justice in society.
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| 8. |
- Bjärsholm, Daniel, et al.
(författare)
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Ethical considerations in researching sport and social entrepreneurship
- 2018
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Ingår i: European Journal for Sport and Society. - : Routledge. - 1613-8171 .- 2380-5919. ; 15:3, s. 216-233
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to discuss ethical dilemmas that occur in doing research on social entrepreneurial sport ventures. Three cases that highlight ethical dilemmas in research on social entrepreneurship and sport are presented and ethically reflected upon. The data comprise interviews with representatives, field notes from observations and analyses of documents concerning the ventures. Three things make research in this area extra problematic: first, ‘social good’ in social entrepreneurship and sport implies a normative perspective. It is permeated by ideology and ethics. Second, what is considered as ‘social good’ may differ between sectors of society as the entrepreneur crosses boundaries. What is valid as a resource and capital in one sector might not be so in another one, and what is legal within one sector may be illegal in another. Third, social entrepreneurs may have their own intentions with regard to participating in research, which may challenge our credibility as researchers. Therefore, we need, as professionals, to take a step back and be both critical of our work and make this criticism visible, which is to some extent what we are doing by writing this article.
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| 9. |
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| 10. |
- Larsson, Lena, 1950-, et al.
(författare)
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Socialt rättvis och inkluderande undervisning i idrott och hälsa
- 2023
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 11:2, s. 109-134
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med den studie som ligger till grund för artikeln var att öka förståelsen för hur lärare i idrott och hälsa kan bedriva en inkluderande undervisning som kännetecknas av social rättvisa och där alla elever har möjlighet att delta och lyckas. Studien genomfördes inom ramen för ett internationellt samarbetsprojekt som undersökte hur lärare i idrott och hälsa hanterar frågor om inkludering, jämlikhet och social rättvisa i undervisningen. I denna artikel redovisas resultat från observationer av undervisning i idrott och hälsa i årskurs 7 till 9 i Sverige med tillhörande intervjuer av fem lärare i ämnet. Resultaten visar att lärarna använde sig av flera olika strategier kopplat till tre huvudteman: (1) skapa goda relationer med och mellan elever, (2) anpassningar för att utjämna ojämlikheter och (3) stötta de som behöver. Trots de goda exempel som lyfts i denna artikel, behöver undervisningspraktiker vidareutvecklas som inte bara hanterar utan även kan utmana och förändra rådande normer och värderingar i ämnet.
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