Narratives From YouTube

Abstract

The aim of this paper is to explore what is performed in students’ and teachers’ actions in physical education practice in terms of “didactic irritations,” through an analysis of YouTube clips from 285 PE lessons from 27 different countries. Didactic irritations are occurrences that Rønholt describes as those demanding “didactic, pedagogical reflections and discussions, which in turn could lead to alternative thinking and understanding about teaching and learning.” Drawing on Barad’s ideas of performativity to challenge our habitual anthropocentric analytical gaze when looking at educational visual data, and using narrative construction, we also aim to give meaning to actions, relations, and experiences of the participants in the YouTube clips. To do this, we present juxtaposing narratives from teachers and students in terms of three “didactic irritations”: (a) stories from a track, (b), stories from a game, and (c), stories from a bench. The stories re-present events-of-moving in the data offering insights into embodied experiences in PE practice, making students’ as well as teachers’ actions in PE practice understandable.

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“…Previous research conducted by Quennerstedt (2013) on YouTube interactions between agonism, antagonism, and dialogue. This study aims to explore what students and teachers do in physical education practice in terms of "didactic disruption," through analyzing YouTube clips of 285 sports lessons from 27 different countries.…”

“…To do this, we present the juxtaposition of teacher and student narratives in three "didactic distractions": (a) a story from a track, (b), a story from a game, and (c) a story from a bench. The story recounts moving events in the data offering insights into the experiences embodied in sports training, making the actions of students as well as teachers in sports training understandable (Quennerstedt et al, 2013).…”