dc.contributor.author |
McIntyre, J |
en |
dc.contributor.author |
Philpot, Roderick |
en |
dc.contributor.author |
Smith, Wayne |
en |
dc.date.accessioned |
2017-01-20T02:48:30Z |
en |
dc.date.issued |
2016-07 |
en |
dc.identifier.citation |
New Zealand Physical Educator, July 2016, 49 (2), 5 - 9 |
en |
dc.identifier.issn |
1178-1076 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/31626 |
en |
dc.description.abstract |
In 1999, New Zealand’s new Health and Physical Education curriculum (HPENZC) marked a significant shift in philosophy and its professed socially critical perspective invited practitioners to rethink the purposes of physical education and modify their teaching practices. This paper reports the findings of a research project that sought to find out how practicing teachers understand and incorporate a socially critical perspective into their teaching. Data were gathered through semi-structured interviews with six practicing health and physical education (HPE) teachers. The content analysis reveals different understandings of socially critical pedagogy that represent varied interpretations of the curriculum document. We conclude that the HPE teachers’ interpretations may lead to a focus on individual student behaviours rather than a challenge to the social structures that influence these behaviours. This may serve to work in tension with the espoused aims of HPENZC by reinforcing healthism rather than challenging it. |
en |
dc.language |
English |
en |
dc.publisher |
PENZ Physical Education New Zealand |
en |
dc.relation.ispartofseries |
New Zealand Physical Educator |
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. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
HPE teachers' understanding of socially critical pedagogy and the New Zealand Health and Physical Education curriculum |
en |
dc.type |
Journal Article |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
5 |
en |
pubs.volume |
49 |
en |
dc.description.version |
VoR - Version of Record |
en |
pubs.author-url |
http://search.informit.com.au/documentSummary;dn=247164807965620;res=IELHSS |
en |
pubs.end-page |
9 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
531595 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.record-created-at-source-date |
2016-06-27 |
en |