`I feel enlightened now, but...`: the limits to the pedagogic translation of critical social discourses in physical education

Hickey, Christopher 2001, `I feel enlightened now, but...`: the limits to the pedagogic translation of critical social discourses in physical education, Journal of teaching in physical education, vol. 20, no. 3, pp. 227-246.

Attached Files
Name Description MIMEType Size Downloads

Title `I feel enlightened now, but...`: the limits to the pedagogic translation of critical social discourses in physical education
Author(s) Hickey, Christopher
Journal name Journal of teaching in physical education
Volume number 20
Issue number 3
Start page 227
End page 246
Publisher Human Kinetics Publishers
Place of publication Blacksburg, Va.
Publication date 2001-04
ISSN 0273-5024
Keyword(s) physical education & training
theory
attitude (psychology)
case studies
young adults
Summary The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers' engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay's (1987) critical but postmodern "limits to change" thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, Human Kinetics Publihsers, Inc.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001021

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 13 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 385 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Mon, 07 Jul 2008, 07:28:13 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.