This paper reports on research that explored the experiences of secondary Physical Education Teacher Education (PETE) professionals' simultaneous negotiation and implementation of the new Curriculum for Wales (CfW) Health and Well‐Being (HWB) Area of Learning and Experience (AoLE) and policies focused on the transformation of Initial Teacher Education (ITE) in Wales. The study was an exploratory case study of PETE professionals working within one university's ITE programme. Data were generated through documentary analysis of PETE and ITE programme materials and semi‐structured interviews with staff involved in programme management and delivery. Data analysis employed Ball and colleagues' conceptualisation of policy actors and contexts to critically examine the varied policy positions that PETE professionals adopt in navigating and negotiating enactment of the HWB AoLE within their ITE provision. Attention is drawn to the significance of historical and culturally situated dimensions of secondary physical education and PETE in Wales, and significant changes to the professional culture of ITE, in shaping PETE educators' engagement with the HWB AoLE. The paper concludes by contending that ITE institutions in Wales need to further consider how PETE (and other) educators can be actively supported to engage in sophisticated policy work within their institutions and across policy and professional networks.
After describing one of Peter Greenaway's recent efforts to move beyond the limits of the cinema, Evans proposes that Douglas Sirk had already begun to dissolve the boundaries the medium by assimilating elements of avant-garde art, architecture and design into his mise-en-scène. She goes on to assert that Sirk's importation of a high art aesthetic into the low genre of melodrama echoed the widespread European Modernist preoccupation with the creation of a synergistic Gesamtkunstwerk or "total art work" during the period in which he intellectually came of age. Finally, the director's tendency to create "pictures" of the external landscape that the characters (and the viewer) are obliged to contemplate through the window frame is interpreted in the light of the theories of Le Corbusier.
Literature on emerging adults living with their parents has presented this concept as a problem and emphasized a White European-North American or individualistic voice through the use of terms such as “failure to launch” or “boomerang” children. The authors highlight an alternative term, coresidence, and perspectives from collectivistic cultures outside of the dominant view that have historically been marginalized and underrepresented in research. A case study of the first author's lived experiences as a representative from the Appalachian Highlands culture, provides one example to honor and create space for previously silenced, collectivistic voices in the literature.
This paper provides insight into secondary Physical Education (PE) teachers' experiences of beginning to re-imagine secondary physical education provision in light of the new Curriculum for Wales, 2022 (CfW). Data were generated through analysis of semistructured interviews (n = 5) with secondary PE teachers who participated in three workshops which uses a design-thinking methodology. Informed by Ball and colleagues' conceptualisation of policy work, findings draw attention towards how engagement in the workshops provided a foundation for the participants to begin interpretation and translation of the new CfW and consider re-imagining existing PE provision within the school context. Participants' interpretations of the new CfW centred around health and physical activity provision which were shaped by a connection with a range of health and physical activity stakeholders. This enabled participants to translate their ideas from the workshops into pedagogical practices within the school context. The paper concludes by suggesting secondary PE teacher's realisation of the new CfW would be enhanced through opportunities to further integrate disciplinary ideas from health, sport, physical activity, and education across national and global contexts.
After some discussion of the impact of the automobile on the shape of the twentieth-century American city, Chapter 4 ("Imitation of Life and the Depiction of Suburban Space") contrasts John Stahl's 1934 adaptation with Sirk's 1959 cinematic version of Fanny Hurst's best-selling 1933 novel. Among other things, this comparison shows how the director has inscribed the "color line" that divided African-Americans from whites after World War II into Lora Meredith's leafy suburb in the later remake. The historically informed interpretation of the built environment that supports this conclusion also establishes the general context for the final section of this book, which consists of two architectural case studies that are each devoted to one particularly significant film.
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