A critical ‘critical inquiry’ proposition in Health and Physical Education

Leahy, Deana; O’Flynn, Gabrielle; Wright, Jan

doi:10.1080/18377122.2013.805479

Cited by 54 publications

(29 citation statements)

References 10 publications

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“…This tension about a clear definition and use of 'critical' not only applies to the new National curriculum, but also to HPE school practices (Cliff, 2012). This paper is informed by a socio-critical perspective which aligns with Leahy's et al (2013) position, given that 'aims to understand, voice, and problematise the continued marginalisation of a socio-critical position in HPE' (p. 176).…”

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 95%

“…Critical approaches in the field of PE have emerged in the late 1980s (see e.g. Kirk, 1986aKirk, , 1986bKirk, , 1988Tinning, 1988), but currently, there is a mix of 'criticals', such as critical thinking, [socio]critical pedagogies, and more recently, critical health literacy (Leahy et al, 2013). This tension about a clear definition and use of 'critical' not only applies to the new National curriculum, but also to HPE school practices (Cliff, 2012).…”

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 98%

“…A critical inquiry approach is one of five key characteristics that have shaped the development of the new National HPE curriculum, however, 'understandings, and uses, of "critical" in HPE are far from homogenous' (Leahy, Flynn, & Wright, 2013, p. 175). The inclusion of 'critical' in the field of HPE, and particularly in the National curriculum, is not new (Leahy et al, 2013). Critical approaches in the field of PE have emerged in the late 1980s (see e.g.…”

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 99%

“…The National curriculum includes and uses a mix of 'criticals' (Leahy et al, 2013). A few examples found are: 'students will critically analyse and critically evaluate contextual factors that influence decisionmaking, behaviours and actions, and explore inclusiveness, power inequalities, assumptions, diversity and social justice' (ACARA, 2015, p. 6), 'critically analysing messages about being male or female in popular culture and considering the impact these might have on individual and community health and wellbeing' (ACARA, 2015, p. 47) and 'acknowledges personal, social, economic and cultural influences on food choices and eating habits' (ACARA, 2015, p. 57).…”

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 99%

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Mixed messages: pre-service Health and Physical Education teachers’ understandings of health and the body and the expectations of the Australian curriculum

Varea

2016

Sport, Education and Society

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This paper explores how a cohort of pre-service Health and Physical Education (HPE) teachers from an Australian university describe and construct their understandings of health and the body. Given that the courses that these undergraduates take in their degree programme present different perspectives on health and the body, a relevant question is to what extent these perspectives adequately equip these future HPE teachers to successfully teach the recently released Australian HPE curriculum. The participants in this study were 14 pre-service teachers, 11 females and 3 males, aged between 18 and 26 at the time of the first interview. The data used for this paper were taken from a larger study and were generated through interviews, the analysis of two undergraduate course profiles and an analysis of the new National HPE curriculum. Results reveal that there are some dominant discourses in health-related courses that may have a significant impact on these students. The purpose of HPE, the role of the HPE teacher and the idea of the HPE teacher as role model are also discussed. The results suggest that pre-service teachers face several challenges and dissonances between what they learn during their undergraduate programme and what the Australian HPE curriculum expects them to teach. How preservice HPE teachers think about and relate to health and the body is important in terms of how they think about their professional practice and the influence they may have on their future pupils. ARTICLE HISTORY

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Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 95%

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 98%

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 99%

Section: An Overview Of the Australian Hpe Curriculummentioning

confidence: 99%

See 2 more Smart Citations

Mixed messages: pre-service Health and Physical Education teachers’ understandings of health and the body and the expectations of the Australian curriculum

Varea

2016

Sport, Education and Society

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show abstract

“…This is important and 'timely' as the proposed HPE Australian Curriculum is underpinned by five key propositions that could 'guide what would be some values and directions for a futures-orientated HPE curriculum' (Macdonald, 2013, p. 99) -one of which was stated as to 'include a critical inquiry approach.' As Leahy, O'Flynn, and Wright (2013) describe, however, what this means is somewhat open to interpretation, and perhaps more specifically, the way in which the term 'critical inquiry' is employed can vary in terms of its intentions. These authors explain that whilst the inclusion of a 'critical' perspective in HPE curriculum is not necessarily new, understandings and uses of such perspectives are not homogenous.…”

Section: Book Reviewmentioning

confidence: 96%