Escuela y educación física en el contexto de la enseñanza por competencias. Reflexiones genealógicas desde la pedagogía crítica. (School and Physical Education in the Context of Competence-Based Teaching. Genealogical Reflections from Critical Pedagogy)

In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs 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 labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize 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.

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Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education

European Physical Education Review ◽

10.1177/1356336x13496004 ◽

2013 ◽

Vol 20 (1) ◽

pp. 104-119 ◽

Cited By ~ 14

Author(s):

Eloísa Lorente-Catalán ◽

David Kirk

Keyword(s):

Teacher Education ◽

Physical Education ◽

Critical Pedagogy ◽

Assessment Practices ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education

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Olympism, physical education and critical pedagogy

European Physical Education Review ◽

10.1177/1356336x18782560 ◽

2018 ◽

Vol 25 (3) ◽

pp. 847-858 ◽

Cited By ~ 1

Author(s):

Ian Culpan

Keyword(s):

Physical Education ◽

Critical Pedagogy ◽

Decision Makers ◽

Physical Educators ◽

Next Generation ◽

Critical Orientation ◽

The Creation ◽

The Many

This article sets out to present a new imagery for capturing the power and potential of Olympism in attempting to educate the next generation of sport consumers and decision makers. It is hoped that the new imagery can make a contribution on how to moderate and regulate the rampant commodification of sport. This new imagery begins with the need for physical educators to open their minds and instigate a critical orientation to thinking about sport and Olympic matters. It is argued that doing this might help in the creation of new possibilities and visions for Olympism and sport and allow us to confront some of the disagreeable contemporary concerns in sport that scholars have identified. The new imagery for Olympism is based on the development of a critical pedagogy that draws on the works of Apple, Freire and Kincheloe, and is re-contextualised for school physical education and sports programmes. It is concluded that decisions, behaviours and actions that are made at present actually propagate many of the policies that will be made tomorrow. It is argued that a critical pedagogy for Olympism is needed to address the many current disagreeable aspects of sport.

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Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

Journal of Teaching in Physical Education ◽

10.1123/jtpe.24.3.243 ◽

2005 ◽

Vol 24 (3) ◽

pp. 243-264 ◽

Cited By ~ 38

Author(s):

Beatriz Muros Ruiz ◽

Juan-Miguel Fernández-Balboa

Keyword(s):

Physical Education ◽

Critical Pedagogy ◽

Teacher Educators ◽

Pedagogical Practices ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Limited Success ◽

The Social ◽

Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

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