Critical Pedagogies in PETE: An Antipodean perspective

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Show simple item record Philpot, Roderick en 2015-11-04T01:40:20Z en 2015 en
dc.identifier.citation Journal of Teaching in Physical Education, 2015, 34 (2), pp. 316 - 332 en
dc.identifier.issn 0273-5024 en
dc.identifier.uri en
dc.description.abstract In the 1990’s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signalling a significant change in the purpose of physical education in both countries. These uniquely Antipodean curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programmes in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labelled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalise critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand. en
dc.relation.ispartofseries Journal of Teaching in Physical Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Critical Pedagogies in PETE: An Antipodean perspective en
dc.type Journal Article en
dc.identifier.doi 10.1123/jtpe.2014-0054 en
pubs.issue 2 en
pubs.begin-page 316 en
pubs.volume 34 en en
pubs.end-page 332 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 462875 en Education and Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 1543-2769 en
pubs.record-created-at-source-date 2014-11-24 en

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