What knowledge appears as valid in the subject of Physical Education and Health? A study of the subject on three levels in year 9 in Sweden
| Autor: | Jan-Eric Ekberg |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Semi-structured interview
05 social sciences Subject (philosophy) 050301 education Physical Therapy Sports Therapy and Rehabilitation Curriculum studies 030229 sport sciences Social constructionism Curriculum theory Education Physical education Syllabus 03 medical and health sciences 0302 clinical medicine Pedagogy Mathematics education Orthopedics and Sports Medicine The Conceptual Framework Psychology 0503 education |
| Zdroj: | Physical Education and Sport Pedagogy. 21:249-267 |
| ISSN: | 1742-5786 1740-8989 |
| DOI: | 10.1080/17408989.2014.946006 |
| Popis: | Background: Many studies have found that Physical Education and Health (PEH) is a popular subject among the majority of pupils. Still, there is an on-going discussion concerning the aim of PEH and what legitimises it as a school subject. It is difficult to identify what knowledge appears as legitimate within PEH, and this creates conflicts within the field.Purpose: The main purpose of this study is to contribute to the on-going debate regarding the knowledge content and the identity problems described in PEH. The conceptual framework used is curriculum theory, inspired by Bernstein's and Lundgren's theoretical work on the social construction of knowledge and the relationship between the production and reproduction of curricular knowledge, further developed by Linde. The specific research questions are the following: (1) What knowledge appears as legitimate in the subject in Sweden on these three levels: In the syllabus, as viewed by teachers, and during the realisation of lessons? (2) What are the similar... |
| Databáze: | OpenAIRE |
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