scholarly journals Educational Malpractice? Human Rights, Censorship, and the LGBTQ+ Community in Ontario’s Health and Physical Education Curriculum

2016 ◽  
Author(s):  
Brent Brenyo
Keyword(s):  
Human Rights ◽  
Physical Education ◽  
Civil Rights ◽  
Education Curriculum ◽  
Religious Groups ◽  
Health And Physical Education ◽  
Public School Systems ◽  
Educational Malpractice ◽  
Considerable Controversy ◽  
The 1960S

The announcement of a new Health and Physical Education curriculum in 2010 by the Liberal McGuinty government resulted in considerable controversy in Ontario. Key religious groups, as well as socially and politically conservative groups, opposed the inclusion of queer-positive content in public education. This opposition ultimately led to the shelving of the proposed curriculum. However, under the Liberal Wynne government, a version similar to the original 2010 curriculum has been taught in schools since September 2015. This paper examines the struggle since the 1960s for curricular inclusiveness of the LGBTQ+ community in the Health and Physical Education curriculum document, and the arguments that have been used to censor the LGBTQ+ community. Ultimately, it was the Charter of Rights and Freedoms and the Ontario Human Rights Code that prevented censorship in education. Human rights legislation was used to uphold civil rights in both the Catholic and public school systems and rose above the political decision-making that had censored the LGBTQ+ community. RÉSUMÉ L’annonce d’un nouveau programme d’études en santé et en éducation physique, en 2010, par le gouvernement libéral McGuinty provoqua une énorme controverse en Ontario. Des groupes religieux fondamentalistes ainsi que des organismes sociopolitiques conservateurs se sont opposés à l’inclusion de contenu sur l’homosexualité dans les programmes d’enseigne- ment public. Cette opposition conduisit à une mise au rancart du programme. Cependant, sous le gouvernement libéral Wynn, une version similaire au programme original est enseignée dans les écoles depuis septembre 2015. Cette étude s’intéresse à la lutte—en marche depuis les années 1960—pour l’inclusion des membres de la communauté des LGBTQ+ dans les programmes d’études en santé et en éducation physique, ainsi qu’aux arguments utilisés pour censurer cette collectivité. Finalement, ce fut la Charte des droits et libertés et le Code des droits de la personne de l’Ontario qui empêchèrent la censure en éducation. On eut recours à la législation sur les droits de la personne pour soutenir les droits civils autant dans le système des écoles catholiques que dans celui des écoles publiques et supplanter les objections politiques qui censuraient les LGBTQ+. 

Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum

2021 ◽  
pp. 1-9
Author(s):  
Enid K. Selkirk ◽  
Cheryl Missiuna ◽  
Sandra Moll ◽  
Peter Rosenbaum ◽  
Wenonah Campbell
Keyword(s):  
Discourse Analysis ◽  
Physical Education ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
School Health ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Education Policies ◽  
Health And Physical Education ◽  
Equity And Inclusion

Purpose: Education policies require inclusive practices across student learning environments internationally. In Canada, provinces and territories oversee their own curriculum development. This study presents a critical discourse analysis of how inclusive education is addressed within Ontario’s 2015 Health and Physical Education Curriculum, Grades 9–12. Method: Fairclough and Chouliaraki’s approach to critical discourse analysis, which encompasses structural, linguistic, and interdiscursive analysis, was used to show how language is interwoven within ideologies of physical education to represent inclusivity. Results: Three discourses were identified: (a) the discourse of equity and inclusion, (b) the discourse of opportunity, and (c) the discourse of positive outcomes. The curriculum reflects inclusivity through overt language and intention, holding the possibility for choice and opportunities beyond traditional notions of physical education. Discussion: Concerns included whether ideals presented in the curriculum reflect the realities of “discourse in action.” Transformative discourses within physical education should emerge from the student voice.

Conclusion

2018 ◽  
pp. 225-230
Author(s):  
Joseph R. Fitzgerald
Keyword(s):  
Quality Of Life ◽  
Human Rights ◽  
Civil Rights ◽  
Public Housing ◽  
Social Issues ◽  
American Exceptionalism ◽  
The Public ◽  
Public Recognition ◽  
The 1960S

The conclusion highlights Gloria Richardson’s increasing public recognition for her human rights activism in Cambridge, Maryland, during the 1960s and her place in civil rights and Black Power histories. Also discussed are her views on some current social issues, including the Cambridge city government’s privatization of the public housing units she and other activists fought to get built. Richardson sees this as an example of government’s abrogation of its responsibility to serve and protect residents and politicians’ use of their power to undermine communities’ quality of life. She also shares her concerns about President Donald J. Trump. Although he presents himself as an authoritarian politician, his supporters either cannot or will not acknowledge this because they believe in the myth of American exceptionalism. Richardson argues that today’s activists must use creative tactics—including the strategic use of the vote—to resist the countless ways governments at all levels try to limit and restrict people’s freedoms and liberties.

scholarly journals Sex Education in Primary Schools?

2002 ◽  
Author(s):  
Jill Young
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Sex Education ◽  
Primary Schools ◽  
Biological Process ◽  
Primary Students ◽  
Health And Physical Education ◽  
Social And Emotional ◽  
1960S And 1970S ◽  
The 1960S

The introduction of sex education into primary schools in New Zealand was a controversial and contested issue throughout the 1960s and 1970s. This article explores key documents and legislation produced during the period. It is argued that the controversy surrounding sex education for primary students resulted in the implementation in the 1980s of a largely fact-based curriculum, focusing on the biological process of pubertal change rather than social and emotional issues surrounding sexuality. The implementation of the 1999 curriculum document Health and Physical Education in the New Zealand Curriculum is also briefly discussed.

scholarly journals Influential Factors of Existing Physical Education Curriculum at Degree Level: A Case Study of Khyber Pakhtunkhwa

2021 ◽  
Vol 3 (1) ◽  
pp. 97-115
Author(s):  
Sohail Roman ◽  
Mehreen Saba
Keyword(s):  
Physical Education ◽  
Class Size ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Health And Physical Education ◽  
Khyber Pakhtunkhwa ◽  
Daily Schedule ◽  
Time Table ◽  
Degree Level

The main purpose of the study was to assess the influential factors of existing physical education curriculum at degree level in Khyber Pakhtunkhwa. The study consisted of the population, twenty-seven (27) physical education teachers and Five Hundred & Thirteen (513) physical education students, which were selected from Nine (09) randomly selected districts of Khyber Pakhtunkhwa. Survey technique was followed for the collection of required information. Appropriate questionnaire on Likert scale ranging from very much (VM) to Not at all (NAA) was developed and used after pilot testing checked through respondents of sampled colleges adopting a Cronbach’s Alpha method of reliability. The responses of the respondents were supported by (SPSS), version 24.0. Statistical techniques like, Independent sample t-test, regression and ANOVA were applied for analyses of collected data. It has also been found that factors like class size, daily schedule/time table, available infrastructure and teachers’ competency have significant influence upon teaching health and physical education. Based upon the findings, the researcher recommended that college administrator in collaboration with director colleges may bring manageable class size, allot adequate time for health and physical education classes, and provide required infrastructural facilities to impart the teaching experiences, observation and skills in a satisfying manner.

Forced Justice

1995 ◽  
Author(s):  
David J. Armor
Keyword(s):  
Civil Rights ◽  
School Desegregation ◽  
Community Support ◽  
Urban Systems ◽  
Educational Choices ◽  
Social Scientists ◽  
Minority Children ◽  
Public School Systems ◽  
1960S And 1970S ◽  
The 1960S

School desegregation and "forced" busing first brought people to the barricades during the 1960s and 1970s, and the idea continues to spark controversy today whenever it is proposed. A quiet rage smolders in hundreds of public school systems, where court- ordered busing plans have been in place for over twenty years. Intended to remedy the social and educational disadvantages of minorities, desegregation policy has not produced any appreciable educational gains, while its political and social costs have been considerable. Now, on the fortieth anniversary of the Supreme Court's epic decision, Brown v. Board of Education, the legal and social justifications for school desegregation are ripe for reexamination. In Forced Justice, David J. Armor explores the benefits and drawbacks of voluntary and involuntary desegregation plans, especially those in communities with "magnet" schools. He finds that voluntary plans, which let parents decide which school program is best for their children, are just as effective in attaining long-term desegregation as mandatory busing, and that these plans generate far greater community support. Armor concludes by proposing a new policy of "equity" choice, which draws upon the best features of both the desegregation and choice movements. This policy promises both improved desegregation and greater educational choices for all, especially for the disadvantaged minority children in urban systems who now have the fewest educational choices. The debate over desegregation policy and its many consequences needs to move beyond academic journals and courtrooms to a larger audience. In addition to educators and policymakers, Forced Justice will be an important book for social scientists, attorneys and specialists in civil rights issues, and all persons concerned about the state of public education.

scholarly journals THE EFFECTIVENESS OF EXISTING PHYSICAL EDUCATION CURRICULUM AT THE DEGREE LEVEL

2020 ◽  
Vol 01 (01) ◽  
pp. 18-29
Author(s):  
Sohail Roman ◽  
Wasim Khan ◽  
Mehreen Saba
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
College Level ◽  
Education Curriculum ◽  
Education Students ◽  
Health And Physical Education ◽  
Physical Education Students ◽  
Reliability Method ◽  
Almost All ◽  
Degree Level

Study was conducted to assess effectiveness of physical education curriculum at college level in Khyber Pakhtunkhwa. The population consisted twenty-seven physical education teachers and five hundred and thirteen physical education students who selected from nine randomly selected districts. Survey technique was used for collection of required information. Appropriate questionnaire on Likert scale “ranged from very much to Not at all, was developed” and used after pilot testing over sampled respondents from colleges adopting Cronbach Alpha reliability method. The respondents’ responses were analyzed through SPSS. Statistical techniques were used for data analyses. Data have revealed that almost all respondents had agreed upon significance and effectiveness of existing health and physical education curriculum in growth and improvement of personality, good personal habits, and maintenance of physical fitness. But unfortunately, change of social learning skills among students was rejected by concerned population. Study offered significant results in reaching conclusion and extracted suitable recommendations.

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