ORCID Profile
0000-0002-6407-3503
Current Organisation
University of South Australia
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Publisher: Informa UK Limited
Date: 20-05-2020
Publisher: University of South Australia
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 08-2011
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: Queensland University of Technology
Date: 25-07-2012
Publisher: Informa UK Limited
Date: 06-09-2022
Publisher: Informa UK Limited
Date: 23-10-2022
Publisher: Informa UK Limited
Date: 10-12-2012
Publisher: Informa UK Limited
Date: 09-2013
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: 09-2013
Publisher: Routledge
Date: 14-10-2021
Publisher: Informa UK Limited
Date: 27-08-2017
Publisher: Informa UK Limited
Date: 16-12-2013
Publisher: Routledge
Date: 07-08-2021
Publisher: Informa UK Limited
Date: 22-11-2013
Publisher: Informa UK Limited
Date: 16-11-2017
Publisher: Informa UK Limited
Date: 25-10-2023
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: 21-07-2022
Publisher: Informa UK Limited
Date: 14-08-2014
Publisher: Informa UK Limited
Date: 26-08-2016
Publisher: Informa UK Limited
Date: 02-09-2014
Publisher: University of South Australia
Date: 2021
Publisher: Informa UK Limited
Date: 11-01-2022
Publisher: Informa UK Limited
Date: 28-11-2022
Publisher: Informa UK Limited
Date: 03-11-2015
Publisher: Informa UK Limited
Date: 06-2011
Publisher: Informa UK Limited
Date: 21-03-2019
Publisher: Informa UK Limited
Date: 07-10-2015
Publisher: Informa UK Limited
Date: 04-03-2018
Publisher: Informa UK Limited
Date: 02-11-2019
Publisher: Informa UK Limited
Date: 05-2012
Publisher: Informa UK Limited
Date: 20-04-2015
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 Alison Wrench.