SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "WFRF:(Webb Louisa) "

Sökning: WFRF:(Webb Louisa)

  • Resultat 1-5 av 5
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  •  
2.
  • Quennerstedt, Mikael, 1966-, et al. (författare)
  • Narratives From YouTube : Juxtaposing Stories About Physical Education
  • 2013
  • Ingår i: SAGE Open. - Thousand Oaks, USA : SAGE Open. - 2158-2440. ; :3, s. 1-10
  • Tidskriftsartikel (refereegranskat)abstract
    •  The aim of this paper is to explore what is performed in students’ and teachers’ actions in physical education practice in terms of “didactic irritations,” through an analysis of YouTube clips from 285 PE lessons from 27 different countries. Didactic irritations are occurrences that Rønholt describes as those demanding “didactic, pedagogical reflections and discussions, which in turn could lead to alternative thinking and understanding about teaching and learning.” Drawing on Barad’s ideas of performativity to challenge our habitual anthropocentric analytical gaze when looking at educational visual data, and using narrative construction, we also aim to give meaning to actions, relations, and experiences of the participants in the YouTube clips. To do this, we present juxtaposing narratives from teachers and students in terms of three “didactic irritations”: (a) stories from a track, (b), stories from a game, and (c), stories from a bench. The stories re-present events-of-moving in the data offering insights into embodied experiences in PE practice, making students’ as well as teachers’ actions in PE practice understandable.
  •  
3.
  • Quennerstedt, Mikael, 1966-, et al. (författare)
  • Researching pedagogies and physical culture using visual methodologies : narratives from YouTube
  • 2011
  • Konferensbidrag (refereegranskat)abstract
    • The aim of this presentation is to explore what is performed in students’ and teachers’ actions in PE practice in terms of ‘didactic irritations’, through an analysis of YouTube clips from 285 PE lessons from 27 different countries. With an analytical point of departure in Barad’s ideas of performativity we can challenge our habitual anthropocentric analytical gaze when looking at educational visual data, and we also make use of narrative construction in an attempt to give meaning to actions, relations and experiences of some of the participants in the YouTube clips. Juxtaposing narratives from teachers and students are presented in terms of three ‘didactic irritations’; (i) Stories from a track, (ii), Stories from a game, and (iii), Stories from a bench. The stories re-present events-of-moving in the data offering insights into embodied experiences in PE practice, making students’ as well as teachers’ actions in PE practice understandable.Atkinson, B. (2010). Teachers responding to narrative inquiry: An approach to narrative inquiry criticism, Journal of Educational Research, 103, 91-102.Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London: Duke University Press.Barone, T. (2007). A return to the gold standard? Questioning the future of narrative construction as educational research, Qualitative Inquiry, 13(4), 454-470.Barone, T. (2010). Commonalities and variegations: Notes on the maturation of the field narrative research, Journal of Educational Research, 103, 149-153.Burgess, J. & Green, J. (2009) YouTube: Online Video and Participatory Culture. Cambridge: Polity Press.Burnett, R., Consalvo, M., & Ess, C. (2009). The Blackwell Handbook of Internet Studies. New York: WileyBlackwell.Carless, D. (2011). 'Negotiating sexuality and masculinity in school sport: an autoethnography', Sport Education and Society, First published on: 9 June 2011 (iFirst).Careless, D. & Sparkes, A. (2008). The physical activity experiences of men with serious mental illness: Three short stories, Psychology of Sport and Exercise, 9, 191-210.Cherrington, J., & Watson, B. (2010). Shooting a diary, not just a hoop: Using video diaries to explore the embodied everyday contexts of a university basketball team, Qualitative Research in Sport and Exercise, 2, 264-279.Clandinin, J. D., Murphy, S. M., Huber, J. & Murray Orr, A. (2010). Negotiating narrative inquiries: Living in a tension-filled midst, Journal of Educational Research, 103, 81-90.Craig, C. (2010). Research on the boundaries: Narrative inquiry in the midst of organized school reform, Journal of Educational Research, 103, 123-136.Coulter, C. A. & Smith, M. L. (2009). The construction zone: Literary elements in narrative research, Educational Researcher, 38(8), 577-590.Denzin, N., & Lincoln, Y., S. (2005). Epilogue: The Eight and Ninth Moments - Qualitative research in/and the Fractured Future, in: N. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (third edition). (pp. 1115-1126) London: Sage.Douglas, K., & Carless, D. (2009). Exploring taboo issues in professional sport through a fictional approach, Reflective Practice, 10, 311-323.Dowling Naess, F. (2001). 'Narratives about Young Men and Masculinities in Organised Sport in Norway', Sport Education and Society, 6(2), 125-142.Dowling, F. (2010). How can narratives of location a positionality enhance our understanding of the ways in which different bodies come to be classed, valued and rewarded in HPE? Paper presented at AARE conference in Melbourne 2010.Ess, C. (2007). Internet research ethics, in A. N. Joinson, K. McKenna, T. Postmes & U.D. Reips (Eds) The Oxford Handbook of Internet Psychology. (pp. 487-502) Oxford: Oxford University Press.Flintoff, A. (2010). What difference does it make anyway? ‘Race’, ethnicity and physical education teacher education. Paper presented at AARE conference in Melbourne 2010.Frankel, M. S. & Siang, S. (1999). Ethical and Legal Aspects of Human Subjects Research on the Internet. A report from a workshop June 10-11, 1999, Washington D.C. Retrieved 2010-03-22 from: http://www.aaas.org/spp/dspp/sfrl/projects/intres/main.htmHickey, C., & Fitzclarence, L. (1999). Educating Boys in Sport and Physical Education: Using Narrative Methods to Develop Pedagogies of Responsibility, Sport Education and Society, 4, 51-62.Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542.Jones, R. (2006). Dilemmas, Maintaining 'Face', and Paranoia: An Average Coaching Life, Qualitative Inquiry, 12, 1012-1021.Jones, R. (2009). Coaching as caring (the smiling gallery): accessing hidden knowledge, Physical Education and Sport Pedagogy, 14, 377-390.Kim, J-H & Macintyre Latta, M. (2010). Narrative inquiry: Seeking relations as modes of interaction, Journal of Educational Research, 103, 69-71.Lange, P. (2008) Publicly private and privately public: Social networking on YouTube, Journal of Computer-Mediated Communication, 13(1), 361-380.Larsson, H. & Quennerstedt, M. (2010). Understanding movement: a socio-cultural approach to analyzing human movement. Paper presented at AARE conference in Melbourne 2010.NESH (2003) National Committee for Research Ethics in the Social Sciences and the Humanities. Retrieved 2009-11-14 from: http://www.etikkom.no/no/Öhman, M. & Quennerstedt, M, (2011). Observational studies. In Armour, K & Macdonald, D. (Eds) Research Methods in Physical Education and Sport. London: Routledge.Oliver, K (1998). A journey into narrative analysis: a methodology for discovering meanings, Journal of Teaching Physical Education, 17, 244-259.Pühse, U., & Gerber; M. (Eds.) (2005). International comparison of Physical Education. Concepts, problems, prospects. Oxford: Meyer and Meyer.Pink, S. (2007). Walking with video, Visual Studies, 22(3), 240-252.Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. In J.A. Hatch & R. Wisniewski (Eds.), Life History and Narrative (pp. 5-24) London: Falmer Press.Quennerstedt, M. (2010). Physical education on YouTube. Paper presented at BERA Conference 2010. Warwick, UK.Quennerstedt, M. (2011). Practical epistemologies in physical education practice, Sport Education & Society, First published on: 14 June 2011 (iFirst).Quennerstedt, M., Öhman, J. & Öhman, M. (2011). Investigating learning in physical education. Sport, Education and Society, 16(2), 159-178.Richardson, L., & Adams St Pierre, E. (2005). Writing: A Method of Inquiry, in: N. Denzin & Y. S. Lincoln, (Eds.) The Sage Handbook of Qualitative Research: Third Edition. (pp. 959-968) London: Sage.Rønholt, H. (2002). ’It’s only the sissies…’: Analysis of teaching and learning processes in physical education: A contribution to the hidden curriculum. Sport, Education and Society, 7, 25-36.Smith, B., & Sparkes, A. C. (2004). Men, sport and spinal cord injury: an analysis of metaphors and narrative types, Disability and Society, 19, 613-626.Smith, B. & Sparkes, A. (2009). Narrative analysis and exercise psychology: Understanding lives in diverse ways, Psychology of Sport and Exercise, 10, 279-288.Sparkes, A. (2002). Telling Tales in Sport and Physical Activity: A Qualitative Journey Leeds: Human Kinetics.Webb, L. A., Quennerstedt, M. & Öhman, M. (2008). Healthy Bodies: construction of the body and health in Physical Education. Sport, Education & Society, 13(4), 353-372
  •  
4.
  • Webb, Louisa, et al. (författare)
  • Healthy bodies : construction of the body and health in physical education
  • 2008
  • Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 13:4, s. 353-372
  • Tidskriftsartikel (refereegranskat)abstract
    • In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’*for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.
  •  
5.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-5 av 5

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy