Culture and Power

Engelstad, Fredrik

doi:10.4135/9780857021014.n12

Cited by 11 publications

(8 citation statements)

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“…Although we advocate for exploring the intersubjective experiences of disabled students vis-à-vis feelings of belonging, acceptance, and value through amplifying their voices, it is crucial that we and others follow Artiles et al's (2010) lead and end by situating such experiences and feelings in relation to cultural forces that shape spaces in education. The mechanisms of cultural (re)production in schools (Engelstad, 2009), such as policy, resourcing, staff professional development, curriculum decisions, assessment arrangements, and pedagogical actions, influence intersubjective feelings. Therefore, there is a need for the voices of disabled students to influence these mechanisms of cultural (re)production.…”

Section: Implications For Scholarship and Practicementioning

confidence: 99%

“…According to Pesonen (2016), stakeholders whose professional values, beliefs, and behaviors are aligned with creating welcoming and accepting spaces are crucial to developing and fostering supportive climates. Here, the role of those who have their hands on the levers of power in education and schools, such as policymakers and school leaders, is crucial in shaping the ideologies, values, customs, and behaviors that structure spaces in schools (Engelstad, 2009). So, too, is the role of educators, who are charged with being responsible for understanding how to create and support environments that foster feelings of acceptance.…”

Section: Inclusion As Intersubjective Experiencesmentioning

confidence: 99%

“…In this article, we consider power as a structural characteristic of all human relationships that is often, but not exclusively, skewed toward dominant groups, especially those with their hands on the levers of power in education, such as policymakers, government officials, and senior leaders and administrators in schools (Engelstad, 2009). Power, for us, relates to the ways and extent to which an individual or group can shape the ideologies and behaviors of other individuals or groups (Engelstad, 2009). Thus, the meanings that disabled students ascribe to inclusion , the school spaces where they find themselves, and the interactions they experience with those who are part of their relational networks are influenced—by degrees—by the ideologies and behaviors of others.…”

Section: Introductionmentioning

confidence: 99%

“…Here, it is crucial to note that power permeates relationships and interactions-directly and indirectly-that work to structure and shape education and school spaces (Waitoller & Annamma, 2017). In this article, we consider power as a structural characteristic of all human relationships that is often, but not exclusively, skewed toward dominant groups, especially those with their hands on the levers of power in education, such as policymakers, government officials, and senior leaders and administrators in schools (Engelstad, 2009). Power, for us, relates to the ways and extent to which an individual or group can shape the ideologies and behaviors of other individuals or groups (Engelstad, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Haegele

Maher

2023

Educational Researcher

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Inclusion has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining inclusion as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves.

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Section: Implications For Scholarship and Practicementioning

confidence: 99%

Section: Inclusion As Intersubjective Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Haegele

Maher

2023

Educational Researcher

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“…What space is available and what it is used for helps to signal the extent to which PE is an important part of local government and school priorities, and the type of pedagogies, activities and learning that have cultural legitimacy. This purview is articulated clearly by Engelstad (2009: 214), who argues: 'In architecture power is delineated abstractly. The space bears witness to the power of the State.…”

Section: Access To Appropriate Facilities and Learning Spacesmentioning

confidence: 99%

Factors influencing the culture of special school physical education: A Gramscian critique

Maher

Fitzgerald

McVeigh

2020

European Physical Education Review

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Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools.

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Physical education in alternative provision schools: A case of spatial (in)justice?

Maher,

Quarmby,

Hooper

et al. 2024

British Educational Res J

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Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–body–self of young people to move across, within and between space(s). As such, we embrace what Soja (Seeking Spatial Justice, University of Minnesota Press, 2010) termed the ‘spatial turn’ in research and draw on the concept of spatial (in)justice to explore social, economic and environment inequalities in the education and alternative provision landscapes in England. To do so, we gathered empirical evidence via individual interviews with 13 physical education practitioners working in alternative provision schools in England. With the permission of participants, interviews were audio‐recorded and audio transcribed, and the transcripts subjected to reflexive thematic analysis. We discuss spatial injustices in alternative provision physical education through the following themes: (1) accessing space for physical education off‐site; (2) low expectations for appropriate space and making the most of the limited space available for physical education; and (3) weather determining usage of outside space and difficulties gaining external funding for on‐site spaces. We end this article by calling on others to join our efforts to lobby government to ensure that alternative provision settings, new and old, are not exempt from the School Premises Regulations so that a clear, legally binding expectation is created so that sufficient space is provided to teach physical education.

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Culture and Power

Cited by 11 publications

References 0 publications

Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Factors influencing the culture of special school physical education: A Gramscian critique

Physical education in alternative provision schools: A case of spatial (in)justice?

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