東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Curriculum, pedagogy and embodied ex...

University of Toronto (Canada).

FindBook

Google Book

Amazon

博客來

Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education./
作者:	Petherick, LeAnne Dorothy.
面頁冊數:	366 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4670.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR44724
ISBN:	9780494447246

Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education.
Petherick, LeAnne Dorothy.

Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education. - 366 p.

Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4670.

Thesis (Ph.D.)--University of Toronto (Canada), 2008.

Physical Education has been garnering greater attention as the neoliberal agenda promotes healthy active living. This, combined with an educational shift in Ontario's secondary school system, becomes the cultural context for the interrogation of the production of health knowledge in the 1999 Ontario Physical and Health Education curriculum revision process. From a feminist post-structural perspective I explore power/knowledge relations within curriculum development to expose the politics of knowledge production (Foucault, 1977; Gore, 1998; St. Pierre, 2001). Drawing from critical cultural studies and the circuit of cultural production (Hall, 1997), my research establishes a circuit of knowledge production uncovering the confounding ways health knowledge is (re)produced in physical education. The methods used in this research include policy text and discourse analysis of seven policy documents combined with in-depth interviews with three policy planners and writers. In addition, a critical ethnography of a Toronto area school exposes the translation of policy in a school setting. The ethnography is a compilation of interviews with 5 physical educators and the school principal, focus groups with 54 students, and participant observation of seven different physical education classes, several times a week, for six months. At the policy level, the disproportionate representation from the health sector foreshadows the discursive production of health discourse in the curriculum re-visioning process. Re-invigorating health discourse and negating the physical educator's knowledge works to legitimate the curriculum while maintaining the power/knowledge relations of the profession. The view of physical activity and health in school curriculum continues to be framed through middle class, white, culturally dominant, gendered values. Embodied learning is regulated by standardized parameters that function to give physical education more legitimacy within the school and provides greater clarity for physical educators during evaluation; however, the dominant patterns of moving and learning about the body benefit some while continuing to constrain others. Students' experiences suggest the potential for enjoyable, meaningful movement and health practice, but the reliance on set evaluative measures limits the possibility of fully learning about one's body. I conclude that physical education continues to emphasize a successfully physically educated person, as being someone who can (re)produce dominant lifestyle practices.

ISBN: 9780494447246Subjects--Topical Terms:

1017668
Education, Health.

Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education.
LDR:03419nam 2200265 a 45 001 855694
005 20100708
008 100708s2008 ||||||||||||||||| ||eng d
020 $a 9780494447246
035 $a (UMI)AAINR44724
035 $a AAINR44724
040 $a UMI $c UMI
100 1 $a Petherick, LeAnne Dorothy. $3 1022347
245 1 0 $a Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education.
300 $a 366 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4670.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2008.
520 $a Physical Education has been garnering greater attention as the neoliberal agenda promotes healthy active living. This, combined with an educational shift in Ontario's secondary school system, becomes the cultural context for the interrogation of the production of health knowledge in the 1999 Ontario Physical and Health Education curriculum revision process. From a feminist post-structural perspective I explore power/knowledge relations within curriculum development to expose the politics of knowledge production (Foucault, 1977; Gore, 1998; St. Pierre, 2001). Drawing from critical cultural studies and the circuit of cultural production (Hall, 1997), my research establishes a circuit of knowledge production uncovering the confounding ways health knowledge is (re)produced in physical education. The methods used in this research include policy text and discourse analysis of seven policy documents combined with in-depth interviews with three policy planners and writers. In addition, a critical ethnography of a Toronto area school exposes the translation of policy in a school setting. The ethnography is a compilation of interviews with 5 physical educators and the school principal, focus groups with 54 students, and participant observation of seven different physical education classes, several times a week, for six months. At the policy level, the disproportionate representation from the health sector foreshadows the discursive production of health discourse in the curriculum re-visioning process. Re-invigorating health discourse and negating the physical educator's knowledge works to legitimate the curriculum while maintaining the power/knowledge relations of the profession. The view of physical activity and health in school curriculum continues to be framed through middle class, white, culturally dominant, gendered values. Embodied learning is regulated by standardized parameters that function to give physical education more legitimacy within the school and provides greater clarity for physical educators during evaluation; however, the dominant patterns of moving and learning about the body benefit some while continuing to constrain others. Students' experiences suggest the potential for enjoyable, meaningful movement and health practice, but the reliance on set evaluative measures limits the possibility of fully learning about one's body. I conclude that physical education continues to emphasize a successfully physically educated person, as being someone who can (re)produce dominant lifestyle practices.
590 $a School code: 0779.
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Physical. $3 1018000
650 4 $a Education, Sociology of. $3 626654
690 $a 0340
690 $a 0523
690 $a 0680
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 69-12A.
790 $a 0779
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR44724