The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand

Pope, Clive C.

doi:10.1080/17408989.2013.837440

Cited by 27 publications

(29 citation statements)

References 18 publications

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“…Indeed, it is already affecting the ways in which PE teachers (and teacher educators) speak, think, act, and worry about their work (see Macdonald, 2014;Pope, 2014;Evans, 2014). For some, privatisation is compounding longstanding anxieties and concerns over status and position in the school curriculum and the search is on to demonstrate how 'we' can demonstrate use value in marketised education so as to meet performative ideals (Montague, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…cit.). If so, then these processes will, as she and Ball attest, mark a newly sanctioned shift from all students being perceived as 'able' learners to a conception of student and learners defined in (see Macdonald, 2014;Pope, 2014). Youdell reminds us that one of the most frequent findings from studies of marketised education systems is that institutions that are deemed most successful in terms of published market information (test scores etc.)…”

Section: What Questions Might We Ask Of Privatisation As It Relates Tmentioning

confidence: 99%

“…Europe (see Holger, 2011;Olmedo, 2013), governments of predominantly centrist shades areas of life post-school e.g., in health and sport (see Macdonald, 2014;Pope, 2014).…”

Section: Background and Contextmentioning

confidence: 99%

“…If our aim is to ensure that every child has the right to a high quality, liberal, comprehensive/common education, to at least 16 or 18 what are these new 'freedoms' likely to mean for education in general and PE in particular (see Macdonald, 2014;Pope, 2014, Evans, 2014? At one level we merely guess at implications and outcomes of policy measures largely untried and untested beyond the imaginations of the closed policy circles advocating them.…”

Section: Privatisation and Pe Incmentioning

confidence: 99%

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Neoliberal freedoms, privatisation and the future of physical education

Evans

Davies

2014

Sport, Education and Society

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Section: Resultsmentioning

confidence: 99%

Section: What Questions Might We Ask Of Privatisation As It Relates Tmentioning

confidence: 99%

“…Europe (see Holger, 2011;Olmedo, 2013), governments of predominantly centrist shades areas of life post-school e.g., in health and sport (see Macdonald, 2014;Pope, 2014).…”

Section: Background and Contextmentioning

confidence: 99%

Section: Privatisation and Pe Incmentioning

confidence: 99%

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Neoliberal freedoms, privatisation and the future of physical education

Evans

Davies

2014

Sport, Education and Society

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“…The development of such standards in NZ and Australia is a result of political calls for quality teachers, quality outcomes and quality schools. This, Pope (2014) argues, is part of a systematised neo-liberal political agenda, backed by Western governments, international development agencies and private enterprise in their quest to reform schooling. It is part of the wider political agenda to achieve greater economic efficiencies for free market orientations.…”

Section: Critical Inquiry and Teacher Standardsmentioning

confidence: 99%

Criticality in Physical Education Teacher Education: Do Graduating Standards Constrain and or Inhibit Curriculum Implementation

Culpan¹

2017

AJTE

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PurposeThis article highlights that the implementation of the socio-cultural-critical pedagogical orientations of the New Zealand (NZ) and Australian physical education (PE) curricula maybe constrained and inhibited by the omission of critical inquiry in each country's corresponding graduating teacher standards. Problematics with graduating teacher standards are identified and suggestions are made that a pedagogical constructivist framework in PE teacher education may provide a way forward for the PE curricula to move toward maximising their critical inquiry potential. The article also highlights dilemmas and conundrums with present graduating teacher standards in order to identify areas worthy of future discussion, interrogation and debate.

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Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

et al. 2016

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This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

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The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand

Cited by 27 publications

References 18 publications

Neoliberal freedoms, privatisation and the future of physical education

Neoliberal freedoms, privatisation and the future of physical education

Criticality in Physical Education Teacher Education: Do Graduating Standards Constrain and or Inhibit Curriculum Implementation

Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

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