ORCID Profile
0000-0002-9604-458X
Current Organisations
University of South Australia
,
Flinders University
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Publisher: Cambridge University Press
Date: 31-10-2022
Publisher: Informa UK Limited
Date: 20-05-2020
Publisher: Springer Science and Business Media LLC
Date: 08-2011
Publisher: Springer Science and Business Media LLC
Date: 11-04-2020
Publisher: Routledge
Date: 06-04-2023
Publisher: SAGE Publications
Date: 13-09-2016
Abstract: Pedagogical practices in schooling bear a potential to impact on student success, achievement and engagement with schooling. This is especially the case for students from disadvantaged backgrounds, who are deeply dependent on schooling for their educational resources. Central to this paper are pedagogies for social justice and improved engagement of boys in dance within a school located in an area of high socio-economic disadvantage. It is in these areas that boys spend considerable time performing masculinities that are in opposition to the formal processes of schooling, including participation in perceived feminine pursuits. The specific focus of this paper is a project of pedagogical redesign, enacted by a teacher of physical education and dance. The paper will first address pedagogies as they relate to dance, physical education, inclusion and gender. We next describe the action research project before describing redesigned pedagogical processes and outcomes for students. Findings reveal that altered pedagogical practices and relationships resulted in increasing student engagement, as well as broader outcomes across the curriculum. In conclusion we argue for practices that provide safe and supportive learning environments, connect to student life-worlds and extend student skills to offer ‘possibilities’ for boys from disadvantaged backgrounds in dance as well as investment in schooling.
Publisher: Informa UK Limited
Date: 02-2007
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Informa UK Limited
Date: 10-12-2012
Publisher: California Digital Library (CDL)
Date: 04-02-2019
DOI: 10.21977/D914136982
Publisher: Informa UK Limited
Date: 27-06-2018
Publisher: Informa UK Limited
Date: 27-08-2017
Publisher: Informa UK Limited
Date: 16-12-2013
Publisher: SAGE Publications
Date: 10-2006
Abstract: Stories capture the richness and nuances of meaning in everyday existence and give insight into the complexity of our experiences and understandings. They can evoke an emotional response in the reader, which moves them beyond the literary experience to a more ‘lived’ and embodied experience. This article is concerned with autobiographical narrative in the form of story and its influence on the development of a critical pedagogy in physical education (PE). Girls’ stories of physicality were presented to training PE teachers as a strategy to foster critical and inclusive approaches to the teaching of PE. Student teacher responses indicated that much of the power of the strategy lay in the understanding that the stories came from ‘real people’. In promoting both emotional and embodied connections to the storyteller, empathy was enhanced. The stories served to highlight for student teachers the importance of noticing what was happening for girls in their classes, the public display of the body in PE and the need for particular pedagogies that ensure learner safety.
Publisher: Informa UK Limited
Date: 22-11-2013
Publisher: Informa UK Limited
Date: 19-04-2019
Publisher: Informa UK Limited
Date: 21-07-2022
Publisher: Informa UK Limited
Date: 15-12-2015
Publisher: Routledge
Date: 18-06-2021
Publisher: Informa UK Limited
Date: 02-2008
Publisher: Informa UK Limited
Date: 20-04-2016
Publisher: Informa UK Limited
Date: 14-08-2014
Publisher: SAGE Publications
Date: 02-01-2020
Abstract: Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically erse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 02-09-2014
Publisher: Informa UK Limited
Date: 26-08-2016
Publisher: Informa UK Limited
Date: 04-05-2014
Publisher: Informa UK Limited
Date: 06-2011
Publisher: Informa UK Limited
Date: 03-11-2015
Publisher: Informa UK Limited
Date: 04-03-2018
Publisher: SAGE Publications
Date: 02-01-2020
Abstract: Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically erse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
Publisher: Informa UK Limited
Date: 2011
DOI: 10.3109/09638288.2011.573058
Abstract: To investigate the personal experiences and perceived outcomes of a yoga programme for stroke survivors. This article reports on a preliminary study using qualitative methods to investigate the personal experiences and perceived outcomes of a yoga programme. Nine in iduals who had experienced stroke were interviewed following a 10-week yoga programme involving movement, breathing and meditation practices. An interpretative phenomenological approach was used to determine meanings attached to yoga participation as well as perceptions of outcomes. Interpretative themes evolving from the data were organised around a bio-psychosocial model of health benefits from yoga. Emergent themes from the analysis included: greater sensation feeling calmer and becoming connected. These themes respectively revealed perceived physical improvements in terms of strength, range of movement or walking ability, an improved sense of calmness and the possibility for reconnecting and accepting a different body. The study has generated original findings that suggest that from the perspective of people who have had a stroke yoga participation can provide a number of meaningful physical, psychological and social benefits and support the rationale for incorporating yoga and meditation-based practices into rehabilitation programmes.
Publisher: Informa UK Limited
Date: 02-11-2019
Publisher: Informa UK Limited
Date: 07-2004
Publisher: Cambridge University Press (CUP)
Date: 20-07-2010
DOI: 10.1017/S0144686X10000334
Abstract: There is increasing use of electric mobility-scooters by older people in South Australia, the fourth largest state in Australia. Although various issues about their use have been raised by users, carers, urban planners and legislators, to date they have received little research attention. The purpose of the study reported in this paper was to explore the factors that influence and impact upon older people who use mobility-scooters, particularly from their own perspectives. Data were collected through a survey of 67 current electric mobility-scooter older users, and through two focus groups with other older South Australian people who were users. The data showed that more than 71 per cent of the participants had owned their scooter for more than two years, most had purchased the scooter as new, and 80 per cent owned a four-wheel scooter. The scooter was used predominantly for getting to and from shops, visiting friends and family, and to go for rides. Most respondents used their scooters three to five times each week and travelled between two and five kilometres from their home. The key findings from the focus groups were categorised into three major themes of ‘obtaining a scooter’, ‘the meaning of mobility’ and ‘issues around sharing spaces’. Each is exemplified. The implications for environmental and building design, for the better training of users, and for public education are discussed.
Publisher: Informa UK Limited
Date: 05-2012
Publisher: Informa UK Limited
Date: 20-04-2015
Publisher: Cambridge University Press
Date: 31-10-2022
Publisher: Informa UK Limited
Date: 02-09-2022
Publisher: Informa UK Limited
Date: 02-10-2014
Publisher: Informa UK Limited
Date: 17-08-2011
Publisher: SAGE Publications
Date: 10-2008
Abstract: The obesity crisis is a hegemonic discourse that has established common-sense understandings that young people are less active and fit than previous generations. Unquestioning acceptance of links between fitness and obesity in turn leads to unproblematic fitness testing of young people. Argument is made that fitness tests motivate and encourage participation in physical activity. Poststructural perspectives as informed by the work of Michel Foucault invite consideration of alternative possibilities around complex social phenomena such as the obesity crisis and pedagogical practices such as fitness testing. This research was informed by concerns about the unproblematic fitness testing of young people and calls for pedagogies of physical education that work to unsettle dominant discourses. The research investigates the experience of fitness testing from the perspective of university students pursuing health and physical education pathways through their degree programmes. Experiences of fitness testing were explored and the meanings made around participation, performances and results were interrogated.
No related grants have been discovered for Robyne Garrett.