| 1. |
- Öhman, Johan, 1961-, et al.
(författare)
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Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
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Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
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| 2. |
- Öhman, Marie, 1958-, et al.
(författare)
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Power and governance in environmental and sustainability education practice
- 2019. - 1
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Ingår i: Sustainable development teaching. - Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability : Routledge. - 9780815357537 - 9781351124348 ; , s. 185-193
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.
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| 3. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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How Wii Teach Physical Education and Health
- 2016
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Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
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| 4. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2015
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Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
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| 5. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Physical education teaching as a caring act : techniques of bodily touch and the paradox of caring
- 2018
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:6, s. 591-606
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.
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| 6. |
- Caldeborg, Annica, 1973-
(författare)
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Intergenerational touch in PE : a student perspective
- 2018
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the research field of intergenerational touch in Physical Education (PE). Previous research in the field have mainly been conducted from a teacher’s perspective and has shown that teachers of PE have become more cautious about using physical contact in recent years. The reasons for this more cautious attitude concerning physical contact is above all, the risk f being falsely suspected of sexual harassment. Previous research has, in a general way, also shown that physical contact in PE is a gendered issue with heteronormative points of departure The overall aim of this thesis is to investigate intergenerational touch in PE from a student perspective. More specifically the aims are to investigate physical contact between teachers and students in PE from a student perspective (paper I), and to investigate which discursive resources students draw on to conceptualize physical contact between teacher and student in PE in relation to heteronormativity (paper II). Six focus group interviews using photo elicitation have been conducted with students at an upper secondary school in Sweden. In paper I it is the concept of the didactic contract that is the theoretical starting point. The results show that, generally, the students support physical contact as a pedagogical tool if the physical contact has a good purpose according to the students. An implicit didactic contract is formed when student and teacher agree on when, how or why physical contact is used as a pedagogical tool. In paper II, the theoretical inspiration comes from Foucault and his work with discourses. The results show that the students’ talk is colored by the heteronormative discourse in society. This is especially expressed when young female students talk about male PE teachers. Heteronormativity is taken for granted and is not really challenged. Students generally support physical contact as a pedagogical tool in PE, however it is a very complex issue and puts high demands on PE teachers’ professionalism.
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| 7. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in PE : a question of heterosexual norms
- 2017
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Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is experiences of intergenerational touch in the school subject physical education (PE). The study focuses on students’ experiences of physical contact in PE practice. The study’s motive is based on previous research, which reveals that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical touch or other behaviour with students that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). As yet, very little is known about students’ experiences of physical contact in PE practice, making research in this area imperative.Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991).Results: The results show that the students experience physical contact from a heterosexual norm. One aspect of this is the students’ view on male and female PE teachers. In this perspective male teachers are more often suspected of sexual harassment than female. Additionally, the student’s express sympathy for male teachers because of that. Another aspect of this is the students’ view on students. They express that female students are more vulnerable and at risk of being subjected to abuse than male students.Conclusions: In the prevailing moral discourse, physical contact is often seen in sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning, development or growth. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. In the students’ experiences of intergenerational touch a heterosexual perspective prevails, which puts pressure on foremost male PE teachers and female students.ReferencesFletcher, S. (2013). Touching practive and physical education: deconstruction of a contemporary mpral panic. Sport, Education and Society, 5, ss. 694-709. doi:10.1080/13573322.2013.774272Foucault, M. (1978/1991). Governmentality. i G. Burchell, C. Gordon, & P. Miller (Red.), Governmentality, The Foucault effect. Studies in Governmentality (ss. 87-104). Chicago: The University of Chicago Press.Piper, H., Garratt, D., & Taylor, B. (2013). Child abuse, child protection and defensive 'touch' in PE teaching and sports coaching. Sport, Education and Society, 5, ss. 583-598. doi:10.1080/13573322.2012.735653Öhman, M. (2016). Losing touch - Teachers' self-regulation in physical education. European Physical Education Review, ss. 1-14. doi:10.1177/1356336X15622159
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| 8. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in PE : a question of heterosexual norms and their consequences
- 2018
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Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is student perspectives of intergenerational touch in physical education (PE), more specifically (1) if and how the students talk about physical contact in relation to heteronormativity in PE, and (2) the consequences of the students talk, for teachers, students and subject content. The study’s motive is based on previous research, revealing that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical contact with students since it can be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). In addition, previous research has shown that people are, in general, heavily invested in heterosexually inflected gendered identities, in society as a whole (Butler, 1990; Cockburn & Clarke, 2002; Paechter, 2017). As yet, very little is known about students’ perspective on intergenerational touch in PE in relation to heteronormativity, making research in this area important. Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991). Further on, a didactical framework, specifically the didactic triangle (Gundem, 2011), is used to discuss the consequences of the students’ talk.Results: The results show that the students for the most part support physical contact as a pedagogical tool. However, their talk is often heteronormative, which is shown in three themes. Firstly, the students agree that there is a growing tension between male teachers and female students, when girls go from being children to becoming women. Secondly, the students express the need to be wary of men, in general, and thirdly, foremost female students feel sympathy for male teachers, for their exposed situation of being potentially suspected of improper behavior. The consequences of the students’ talk is mainly that male teachers and female students are under more pressure than others in terms of physical contact in PE.Conclusions: In the prevailing moral discourse, physical contact is often seen in (hetero) sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning or development. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. A heterosexual perspective prevails in the students’ talk of intergenerational touch, putting pressure on foremost male PE teachers and female students.ReferencesButler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. RoutledgeCockburn, C. & Clarke, G. (2002). “Everybody’s looking at you!”: Girls negotiating the “Femininity deficit” they incur in physical education. Women’s Studies International Forum, 25:6, 651-665.Fletcher, S. (2013). Touching practice and physical education: deconstruction of a contemporary moral panic. Sport Education and Society, 18:5, 694-709.Foucault, M. (1978/1991). Governmentality. In G. Burchell, C. Gordon. & P. Miller (Eds.), Governmentality, The Foucault effect. Studies in Governmentality (pp. 87-104). Chicago: The University of Chicago Press.Gundem, B.B. (2011). Europeisk didaktikk, tenkning og viten. Oslo: UniversitetsforlageÖhman, M. (2016). Losing touch – Teachers’ self-regulation in physical education. European Physical Education Review, 1-14Paechter, C. (2017). Young children, gender and the heterosexual matrix. Discourse: Studies in the Cultural Politics of Education, 38:2, 277-291.Piper, H. Garrat, D. & Taylor, B. (2013) Child abuse, child protection and defensive ’touch’ in PE teaching and sports coaching. Sport, Education and Society, 5, 583-598.
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| 9. |
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| 10. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Touching the didactic contract : a student perspective on intergenerational touch in PE
- 2019
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Ingår i: Sport, Education and Society. - Oxon, UK : Routledge. - 1357-3322 .- 1470-1243. ; 24:3, s. 256-268
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Tidskriftsartikel (refereegranskat)abstract
- A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behaviour that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.
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| 11. |
- Forest, Emmanuelle, et al.
(författare)
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Teaching traditions in physical education in France, Switzerland and Sweden : A special focus on official curricula for gymnastics and fitness training
- 2018
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 17:1, s. 71-90
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the kind of learning pupils are expected to acquire. The paper focuses more specifically on two subjects, gymnastics and fitness training, because these physical activities are liable to highlight the similarities and differences across contexts in terms of didactic transposition. A content analysis of current curriculum materials of the three countries was conducted taking the following dimensions into account: (a) the general structure of the curriculum texts; (b) the general recommendations; and (c) the learning outcomes expected from the pupils in terms of knowledge and values, with examples of contents in gymnastics and fitness training. The results show the entanglement of various PETTs in each country: PETT as Sport-Techniques primarily shapes French and Swiss-Genevan curricula, PETT as Health Education is more present in Sweden and, to a lesser extent, in Switzerland, while PETT as Physical Culture Education tends to be more visible in France.
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| 12. |
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| 13. |
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| 14. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Students’ Aesthetic Experiences of Playing Exergames: A Practical Epistemology Analysis of Learning
- 2015
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Ingår i: International Journal of Games Based Learning. - USA : IGI Global. - 2155-6849 .- 2155-6857. ; 5:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore Swedish junior high school students meaning-making of participating in exergaming in school based on their aesthetic judgments during game play. A transactional approach, drawing on the work of John Dewey, was used in the study and the data consisted of video- and audio recordings of ongoing video gaming. A practical epistemology analysis (PEA) was used in order to explore the students’ meaning-making in depth. When analyzing the data, the importance of performing well in relation to the challenges the game offers; developing techniques suitable for the game; and interacting socially with one’s peers emerged as main themes in the students’ meaning-making and learning. It was clear that the students’ taste for gaming played a crucial role in how they proceeded in the activity and that meaningful gaming included an intrinsic combination of pleasure and displeasure.
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| 15. |
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Perspectives on Ecocriticism : Local Beginnings, Global Echoes
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This volume gathers together papers presented at the conference “Ecocriticism in the Nordic Countries; Yesterday, Today, Tomorrow” held in Västerås, Sweden, in 2017, organized by the research group Ecocritical Forum at Mälardalen University. The conference, which was an attempt to survey local ecocritical activities, transcended Nordic boundaries, engaging scholars from Europe and the United States. This expansion from the local to the global mirrors the subject of the conference: ecocriticism, a cross-disciplinary field of research in the intersection of environmental issues and cultural expressions.The chapters here engage with topical issues such as the Anthropocene, sustainability in education, and civilizational critique, as well as schools of thought such as materialism, dark ecology and animal studies. The contributions discuss several types of cultural expressions, including film and other visual media, university course design and Nordic, and English language novels and poetry. This volume will attract the interest of readers from a number of different backgrounds, both in the Nordic countries and internationally.
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| 16. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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TV-spel som hälsofostran?
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 183-194
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
- Redelius, Karin, et al.
(författare)
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Communicating aims and learning goals in phyical education : part of a subject for learning?
- 2015
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 20:5, s. 641-655
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Tidskriftsartikel (refereegranskat)abstract
- Based on a socio-cultural perspective on learning, the aim of this article is to examine how aims and learning goals are communicated in physical education (PE) practice. A special focus is on scrutinising how teaching practices are framed in terms of whether and how the aims and learning goals are made explicit or not to students. The aim is also to relate these kinds of communications to different movement cultures. The result shows that many of the students taking part in the study do not understand what they are supposed to learn in PE. However, if the goals are well articulated by teachers, the students are more likely to both understand and be aware of the learning outcomes and what to learn in PE. The opposite is also true. If the goals and objectives are not clarified, students find it difficult to state the learning objectives and know what they are supposed to learn.
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| 18. |
- Sund, Louise, 1970-, et al.
(författare)
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The Embodied Social Studies Classroom
- 2016
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Konferensbidrag (refereegranskat)abstract
- In recent years scholars interested in teaching and learning in social studies in schools have showed how learning in social studies classrooms can be understood through instruction, dialogue, cognition, reflection, concepts, thinking, writing, reading and awareness (cf. Bickmore & Parker, 2014; Brooks, 2011; Hess; 2002; Journell, Walker Beeson & Ayers, 2015; King, 2009; Nokes, 2014; Savenije, van Boxtel & Grever, 2014). Despite these important contributions, learning risks being limited to explorations of cognitive, verbal and/or written aspects of the educational situation. Learning is, however, very much also embodied, including the embodied interactions with the environment (cf. Shilling, 2000, Zembylas 2007), and research also reveals that secondary social studies is facing a crisis since a majority of students still are made to memorize and reproduce socioscientific knowledge instead of being prepared to use knowledge meaningfully and participating in public discussions (Sandahl 2015; Ljunggren et al. 2015; King 2009). Social studies have accordingly, as many other school subjects, often been handled as dis-embodied (Almqvist & Quennerstedt, 2015; Evans, Davies & Rich 2009), and this gives us a quite limited view of the learning going on in classrooms. The consequences of this gap in research as well as practice are that we miss out on important aspects of what Armour et al. (2015) argues to be “the dazzling complexity of the learning process” (p. 11).In this presentation we aim to ‘transgress’ the separation of mind and body and explore embodied aspects of learning in the social studies classroom. With a point of departure in John Dewey’s transactional view of learning and Sharon Todd’s discussion on the liminality of pedagogical relationships, the ambition with the papers is not to explore ‘The Learning’ going on, or what every student learn in the explored situations. Instead, we argue that students always enter pedagogical encounters as some-body, and that it correspondingly is fruitful to explore students’ embodied engagements as an important but often overlooked aspect of the social studies classroom. The risk that remains is otherwise that social studies is treated as dis-embodied and that we as a consequence do not fully understand or embrace the potential of social studies.Hence, the purpose of the study is to explore embodied engagements in a social sciences classroom. The focus in the study is on expected and potential pedagogical encounters and how students’ actions obtain a certain function in the classroom. As a conclusion we will discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Our intent in this study is not to resolve tensions produced by theontological divide between representational and non-representational approachesor the epistemological separation of mind and body. Instead, by turning topragmatism and Dewey’s transactional perspective, we intend to approach socialstudies as embodied rather than dis-embodied. MethodBy focusing on embodiment in a transactional perspective the attention is turned from bodies as a pre-determined metaphysical entity separated from the mind to what bodies do and become in and through transactions with the environment (Biesta & Tedder 2006; Garrison 2015). Taking a transactional approach, the study puts into focus the ‘lived’, embodied engagements with others (teachers, student peers) and the environment (classroom practice, classroom materiality) they engage in. The analysis is conducted in three steps; (i) distinguishing pedagogical encounters, (ii) identifying embodied engagements, and (iii) categorising embodied engagements by the function of actions-in-context. In this study we focus on situations where the body is foregrounded and the action is connected to subject matter. Accordingly, we are interested in both the pedagogical relation between teacher and students and the didactic relation between subject matter, instructional activities and teachers and students involved. This is described by Hudson (2015) as the didactic triadic that recognises the complex set of relations between teacher, student and content (Cf. Klette 2007). The study has no generalizing ambition since the data comes from a small sample, however, we hope that the insights that can be drawn from this case can be helpful in re-understanding social studies as embodied rather than dis-embodied. The empirical material consists of video recorded lessons from two different subject areas (Criminology and Sociology) in an upper secondary school in Sweden. The content of the lessons is small group activities, whole class lectures and student presentations. The class consisted of 31 students in their final year of the Business Management and Economics Programme. In exploring embodied engagements in a social sciences classroom several challenges arise. As Estola and Elbaz-Luwisch (2003) state “attention to the body is a challenge to both the researchers and the methods used” (p. 715). These challenges can be summarised as the difficulty in exploring the dazzling complexity of any educational situation involving verbal and non-verbal actions and communication, teachers and students, teaching aids, the materiality of the classroom as well as the context as a whole (Cf. Quennerstedt, Öhman & Öhman 2011). In order to handle this complexity the question that guided us in our analysis of our video recorded data was how aspects of embodied engagements manifest themselves in the social studies classroom. As a conclusion we will also discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Expected OutcomesIn the analysis we have identified three embodied engagements in the social studies classroom: (i) disengaged encounters, (ii) screened encounters, (iii) collective inquiry. These embodied engagements describe functions that different actions-in-context have in transaction in the classroom. Each category describes different functional roles that teachers, students, classroom settings, tasks, etc. have in embodied engagements and the direction this takes in the pedagogical encounter. The categories are not mutually exclusive, but instead intertwined with each other in real situations.Disengaged encounters is about how students are made disengaged in transaction with others and the environment in terms of teacher led lessons, peer presentations or disengaging tasks.Screened encounters refer to embodied engagements being both focused towards screens (computers, smart-boards etc) and screened off in terms of how student interaction occurs.Collective inquiry is events when students actively (as some-body) engage in a collective, communicative process guided by conditions of uncertainty and change.These results will be clarified and discussed further in terms of the liminality of embodied engagements in classroom practice with reference to Todd (2014). Todd uses the metaphor of liminality, or the threshold, as a way of discussing that pedagogical relationships in education are “played out materially, between bodies in the present, unpredictably against a future that is always unknown” (p. 243) thus these pedagogical encounters have the potential to be transformative. The paper aims to contribute to earlier research on embodied aspects of learning in Sweden and Europe and to extend the methodological approaches currently in use within the field of subject didactics.ReferencesAlmqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange. A Quarterly review of Education, 46(4), pp 439-453.Armour, K. Quennerstedt, M. Chambers, F & Makopoulou, K. (2015). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, DOI:10.1080/13573322.2015.1083000.Biesta, G.J.J. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Exeter: The Learning Lives project.Estola, E. & Elbaz-Luwisch, F. (2003). Teaching bodies at work. Journal of Curriculum Stuides, 35(6), pp. 697–719.Evans, J., Davies, B. & Rich, E. (2009). The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), 391-406.Garrison, Jim (2015). Dewey’s Aesthetics of Body-Mind Functioning. Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Alfonsina Scarinzi (ed.), Dordrecht: Springer.Hess, D. E. (2002). Discussing Controversial Public Issues in Secondary Social Studies Classrooms: Learning from Skilled Teachers. Theory & Research in Social Education, 30(1), 10-41.Hudson, B. (2015). The epistemology and methodology of curriculum: didactics. In The SAGE handbook of curriculum, pedagogy and assessment, edited by Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) Sage. Journell, W, Walker Beeson, M. & Ayers, C. A. (2015). Learning to Think Politically: Toward More Complete Disciplinary Knowledge in Civics and Government Courses. Theory & Research in Social Education, 43(1), pp. 28-67.King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland, Theory & Research in Social Education, 37(2), pp. 215-246.Klette, K. (2007). Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal (online), 6(2), pp. 147-161.Quennerstedt, M., Öhman, J. & Öhman, M. (2011) Investigating learning in physical education – a transactional approach. Sport, Education and Society, 16:2, 159-177.Savenije, G. M., van Boxtel C. & Grever, M. (2014). Learning about Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education, 42(4), pp. 516-547.Schilling, C. (2000). The Body. In G. Browning, A. Halcli, & F. Webster (Eds.), Un
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| 19. |
- Sund, Louise, 1970-, et al.
(författare)
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The embodied social studies classroom : Repositioning the body in the social sciences in school
- 2019
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Ingår i: Cogent Education. - : Cogent OA. - 2331-186X. ; 6:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Social studies have often been explored as dis-embodied which results in a limited view of what happens in the classroom. Based in Dewey’s transactional view of embodied relationality, Todd’s discussion on the liminality of pedagogical relationships and recent theoretical contributions into embodied learning and body pedagogics, the purpose is to explore students’ embodied engagement as an important but often overlooked aspect of social studies in school. The focus is on pedagogical encounters in terms of how students’ actions acquire a certain function in the classroom. Three embodied engagements— (i) disengaged encounters, (ii) screened encounters, and (iii) educative encounters—are identified and discussed in terms of the liminality of pedagogical encounters.
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| 20. |
- Tolgfors, Björn, 1968-
(författare)
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Bedömning för vilket lärande? : En studie av vad bedömning för lärande blir och gör i ämnet idrott och hälsa
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation deals with the didactic consequences of assessment for learning (AfL) in the subject of physical education and health (PEH) at three upper secondary schools in Sweden. The purpose of the study is to investigate how assessment for learning is realised in PEH and what triadic relations between the teacher, student and subject content are established in the formative assessment practice. The empirical material consists of group reflections within a Teacher Learning Community (TLC) as well as field studies, including lesson observations and semi structured interviews with both students and teachers. In the first step of the analysis the material is categorized by means of the five key strategies (Wiliam, 2010a), in order to identify different ways of working with AfL in upper secondary PEH. The second step is a combination of a governmentality (Foucault, 1978/1991b), a performativity (Ball, 2003) and a didactic (Hudson, 2002) analysis, which illuminates what triadic relations are established under different conditions of governance.The findings highlight five fabrications of AfL in PEH, named after their most prominent features or functions, AfL as: i) Empowerment, ii) Physical Activation, iii) Grade Generation, iv) Constructive Alignment, v) Negotiation. ”Among the products of discursive practices are the very persons who engage in them” (Davies & Harré, 2001, p. 263). Accordingly, different teacher and student subjects as well as characteristics of the subject content are constituted in each of these fabrications.Moreover, the so called ‘backwash effect’ (Torrance, 2012) implies that the contrasting versions of AfL promote different kinds of learning, such as: i) increased autonomy, ii) participation in a community of practice, iii) criteria compliance, iv) acquisition of prescribed abilities, v) group development. However, the big idea of AfL is to adapt the teaching to the students and not the students to the knowledge requirements. Hence, this dissertation could serve as a basis for discussion on possible didactic implications of AfL in PEH.
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| 21. |
- Tolgfors, Björn, 1968-, et al.
(författare)
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The implications of assessment for learning in physical education and health
- 2016
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 22:2, s. 150-166
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the implications of assessment for learning (AfL) in upper secondary physical education and health (PEH). Inspired by the research field that emanates from the concept of governmentality, the study is concerned with how AfL guides teachers’ and students’ actions in certain directions. Based on teachers’ descriptions of how they integrate formative assessment in their teaching practice, the purpose of this article is to investigate the possible consequences of AfL for the teacher, the student and the subject content. The findings highlight different implications of AfL when it is viewed as (i) governance through freedom, (ii) governance through control and (iii) a dialectic form of governance. These concepts constitute certain teacher and student subjects and imply specific conditions for the subject content. In their different roles, for example as coach, deliverer/administrator and moderator, teachers expect different things from their students. In the first instance, students are expected to reach the open goals by self-regulation, in terms of individual choice and personal responsibility. In the second instance, students are subjected to disciplinary normalisation through criteria compliance by means of conformative assessment. In the third instance, students are activated as learning resources for one another using physical activities followed by group reflection. The tension between freedom and control can be described as allowing students to make their own choices but ensuring that they do this in relation to a predetermined idea about what is correct.
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| 22. |
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| 23. |
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| 24. |
- Öhman, Marie, 1958-
(författare)
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Losing Touch : Teachers’ Self-regulation in Physical Education
- 2016
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Konferensbidrag (refereegranskat)abstract
- This paper takes its starting point in the discourse of child protection and the growing anxiety around intergenerational touch in educational settings. The purpose is to examine PE teachers’ self-regulation in relation to the child protection discourse and no touch policies. What sort of strategies have the teachers developed for dealing with physical contact in their teaching? The study takes its starting point in a discourse-analytical tradition using a methodology based on Foucault’s ideas about governmentality. The results show two different self-regulating processes: (i) Adaptation with avoidance-oriented strategies and (ii) Resistance with downplaying-oriented strategies. The study aims to contribute to the literature on child protection and ‘no touch policies’ and to a more multifaceted understanding of intergenerational touch in PE.
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| 25. |
- Öhman, Marie, 1958-
(författare)
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Losing touch : Teachers’ self-regulation in physical education
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 297-310
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Tidskriftsartikel (refereegranskat)abstract
- The question of physical interaction is especially relevant in school physical education, where a lot of the teaching and activities are based on body movements. However, the issue of ‘touching’ has been questioned in recent years. This paper takes its starting point in the discourse of child protection and the growing anxiety around intergenerational touch in educational settings. The purpose is to examine PE teachers’ self-regulation in relation to the child protection discourse and no touch policies. What sort of strategies have the teachers developed for dealing with physical contact in their teaching? It is a matter of problematising teachers’ pedagogical interactions in PE practice.The study takes its starting point in a discourse-analytical tradition using a methodology based on Foucault’s ideas about governmentality. Twenty-three teachers (10 women and 13 men) aged 30–63 and at different stages in their careers were interviewed. The results show two different self-regulating processes: (1) adaptation using avoidance-oriented strategies and (2) resistance using downplaying-oriented strategies. The paper discusses potential consequences for PE teachers’ pedagogical work if they feel that they have to protect themselves instead of operating in a way that is in the best interest for students’ learning and development. The study aims to contribute to the literature on child protection and ‘no touch’ policies and to a more multifaceted understanding of physical interaction in PE.
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| 26. |
- Öhman, Marie, 1958-, et al.
(författare)
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Questioning the no-touch discourse in physical education from a children's rights perspective
- 2017
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 22:3, s. 305-320
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we question the rationality of ‘no–touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in physical education (PE) practice. The avoidance of intergenerational touch is increasingly justified by referring to the children’s rights agenda. Here, arguments for ‘no-touching’ are linked to children’s right to be protected from harm. In the paper we explore a children’s rights based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice based arguments. An alternative children’s rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children’s human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.
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| 27. |
- Öhman, Marie, 1958-, et al.
(författare)
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The pedagogical consequences of ‘no touching’ in Physical Education : the case of Sweden
- 2015
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Ingår i: Touch in Sports Coaching and Physical Education. - New York : Routledge. - 9780415829762 ; , s. 70-84
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Bokkapitel (refereegranskat)abstract
- The chapter is focused on the context of Physical Education and the professional ideals and responsibility of the PE teacher, while implicitly demonstrating the important point that issues and dilemmas around touch, abuse and protection do not recognize sectoral boundaries. Employing a Foucauldian lens in considering a rich selection of Swedish documentation, the chapter demonstrate the pervasive effect of a particular discourse across a range of contexts. The discursive pressures affecting perception and practice in school gymnasiums and sports fields cannot be understood in isolation from experience in sport clubs organisations like the scouts and guides, where high quality intergenerational relationships are essential to making ambitious holistic goals a reality. Thus, even if Swedish schools have not laid down draconian guidance regarding touch in PE or more generally, instead relying on more general statements of intent, PE teachers are still affected by more generalized and proscriptive discourses and their translation into other contexts where they may operate, including sports coaching outside school.Referring to recordings and transcripts of PE teaching sessions drawn from a wider Swedish study, the authors explore the tensions between teachers´ practice in different PE activities and the explicit general expectations of what should be happening in, and achieved by, all Swedish schools and teachers. While recognizing the importance of child protection in stopping bad things from happening, the authors argue that there is an equally significant imperative to ensure that good things happen in teaching contexts. Acts which are nothing of the sort now risk being interpreted as obviously sexual. They stress the importance of caring and that, if it is to be appropriately understood, respected, and protected, then a more sophisticated and holistic understanding of intergenerational and pedagogic interactions than that employed in current discourses on child protection is essential. In its absence, not only is teaching impoverished, but so too is the pupils´experience. The loss, virtually by default, of key ideals of Swedish education is obviously significant, but so too is the transgression against fundamental elements of children's rights, all in the name of a limited conception of protection.[le
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