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Using learning domains to complement primary physical education teacher education in primary school settings:Learning domains in Physical education teacher education
No full textPhysical education (PE) evokes discussion as both a taught subject and as a subject of professional preparation. In particular, there is a drive to explore professional development for primary PE teachers and, arguably, the wide array of approaches through which a primary teacher can be equipped to teach has further complicated the issue. This article focuses on a cohort of pre-service primary teachers (PSTs) who were trained through Schools Direct, in which a host primary school is the lead. This cohort voiced concerns about their preparedness to teach PE and requested extended provision. Their capacity to plan, teach and assess PE were cited as their main concerns. The majority reported little structured opportunity to learn about how to create and deliver PE lessons of high quality. Most were preoccupied with being able to model movements proficiently, describe and deconstruct skills, scaffold learning opportunities towards learning outcomes, and develop learning outcomes in relation to the National Curriculum for PE that were appropriate and inclusive for their pupils. In response to these concerns, the university provided them with a one-day professional learning opportunity dedicated to PE teacher education (PETE)
The complexities of human rights and constitutional reform in the United Kingdom:Brexit and a Delayed Bill of Rights: Informing the Process
No full textCaring Beyond Illness:an examination of Godder's socially engaged art and participatory dance for Parkinson's work
No full textDancing with Clio:History, Cultural Studies, Foucault, Phenomenology, and the Emergence of Dance Studiesas a Disciplinary Practice
No full textThis chapter is particularly concerned with the status of history, dance history especially, within Dance Studies. It asks what has befallen the more recent status of history, once an epistemological support at a critical stage in Dance Studies’s early development, now that Dance Studies is better established within the academy. Is history so much scaffolding which, having fulfilled its purpose in enabling the disciplinary plant to take root, is to be dismantled and, if not actually discarded, at least demoted? The recent excision of history from key Dance Studies nomenclature might indicate this, as does the somewhat beleaguered status of dance history within British HE which Carter describes. If Dance Studies betrays an anti-historical bias, what underlying disciplinary rationale[s] might have prompted this? Two factors will be identified and proposed as having particular bearing, here. The first is the strong imprint of Cultural Studies on Dance Studies and its possible impact on dance history’s standing within dance scholarship. The second has to do with implications, for dance history, of a particular critique based in anthropology that, in effect, questions the very suitability of historical methods for scholarly consideration of dance.To take Cultural Studies first, one dividend of Dance Studies’ early, pivotal indebtedness to Cultural Studies is a willingness to question and reject conservative historical practices; to problematise history as disciplinarily moribund. Cultural Studies imparted to Dance Studies - at least in its Anglo-American configuration - healthy scepticism about history as master discourse; ‘histories’ shaped as ‘touchstones of the national culture, transmitted to a select number of people…[and] in the keeping of a particular literary [or other] elite.’ (Stuart Hall, 1990: 13). Cultural studies therefore offered Dance Studies an escape from the limitations of history practised more conventionally. But this chapter intervenes to ask whether Dance Studies has been too hasty and harsh in its condemnation of history. As Gay Morris points out, key Cultural Studies thinkers advocated historical method (Morris: 85-86). So might the fault lie with Dance Studies’ misconstrual of Cultural Studies; in its misreading - as overly hostile - of Cultural Studies’ relationship with history? This chapter draws in part on Stuart Hall’s own writing to argue this is the case.While Anglo-American generated Dance Studies might endure as a dominant model for dance scholarship, this paper suggests it too can now be historicized. In this respect might Fredric Jameson’s recent provocation incentivise dance studies to re-visit; rethink; and re-calibrate its disciplinary relations with Cultural Studies and history respectively?: ‘I have the feeling - and I don’t think I’m the only one - that what’s succeeded literary studies, namely cultural studies, is itself greatly weakened today. It’s a convenient way of lumping a lot of things together, but I’m not sure there really is such a thing as “cultural studies” anymore; it’s no longer a movement or a vanguard.’ (Jameson: 150). Attention then turns to the anthropological critique of history’s very suitability for enquiry into dance; specifically to Sally Ann Ness’s dismissal of Foucault as insufficiently interested in motility and overly invested in the historical, to be fully suitable as a theorist for dance. Ness’s reading of Foucault as ‘anti-phenomenological’ is questioned through recourse to the ‘late’ Foucault whose writings, this chapter suggests, are under-utilised for dance research. This chapter ends by suggesting that the ‘historical’ Foucault and – by extension – historicisation, might be turned to once again, and with renewed energy and interest, as possessing much, methodologically speaking, still to offer to a considered analysis of dance and its potential. Bryson, N. (1997) Cultural Studies and Dance History. In: Desmond, J. C. ed. Meaning in Motion: New Cultural Studies of Dance. Durham, North Carolina and London, Duke University Press, pp. 55-76.Carter, A. (2007), Dance History matters in British higher education. Research in Dance Education, 8 (2) December, pp. 123-137. Hall, S. (1990) The Emergence of Cultural Studies and the Crisis of the Humanities. October, 53 summer, pp. 11-23.Hall, S. with Schwarz B. (2017) Familiar Stranger: A Life Between Two Islands. London, Allen Lane, an imprint of Penguin Books. Giersdorf, J. R. and Wong, Y. (2016) Remobilizing Dance Studies. Dance Research Journal, 48(3) December 2016, pp. 70-84. Jameson, F. (2016) Revisiting Postmodernism: An Interview with Fredric Jameson. Conducted by Baumbach, N., Young, D.R, and Yue, G. Social Text 127 (34:2) June, pp. 143-160.Koritz, A. (1996) Re/Moving Boundaries: From Dance History to Cultural Studies. In: Morris, G. ed. Moving Words: Re-writing Dance, London and New York, Routledge, pp. 78-91.Morris, G. (2009) Dance Studies/Cultural Studies. Dance Research Journal, 41 (1) summer, pp. 82-100. Ness, S. A. (2011) Foucault’s Turn from Phenomenology: Implications for Dance Studies, Dance Research Journal, vol. 43 (2) winter 2011, pp. 19-32.O’Shea, J. (2010) Roots/Routes of Dance Studies. In: Carter, A. and O’Shea, J. eds. The Routledge Dance Studies Reader. 2nd ed. London and New York, Routledge, pp. 1-14. <br/
Sharon Horgan, postfeminism, and the transatlantic psycho-politics of “woemantic” comedy
No full textEngaging doctoral students in networking opportunities:A relational approach to doctoral study
No full textDoctoral work is often characterised as lonely and isolating (Holbrook et al. 2014). This paper explores how collaboration with peers and other professionals supports the doctoral learning experience. The research study asks what networks doctoral students engage with and how their engagement in networks supports their studies. Semi-structured interviews were designed to get doctoral students to reflect on their social and cognitive practices. Examples were sought of doctoral students collaborating with peers and colleagues. These collaborations highlight the potential for creating networks where higher-level competences can develop from individual competences. In cultural historical terms, the cultivation of relational expertise helps to develop relational agency (Edwards 2011). Working collaboratively requires effort from the students but also facilitation from the doctoral community. The findings consider the doctoral learning process as one that can be developed pedagogically by appropriating ideas around relational expertise and relational agency
Interrogating parent-school practices in a market-based system. The professionalisation of parenting and intensified parental involvement: is this what schools want?
No full textIn parts of Europe and the Anglophone world according to some, parenting and parental involvement in education has taken on an unhealthy intensity. Driven by individualisation and the global competition of seeking ‘world leading’ education performance, governments and policy makers have raised their expectations of schools and their parents as providers of school-ready children, primed to perform in the heightened assessment stakes that face them on a regular basis. This has been described as the professionalisation of parenting. As well as middle class parents enhancing their children’s cultural capital, parents from low SES, working class and Black and Minority Ethnic groups are frequently expected to undertake parenting classes. Parents have been seen as central to the operationalisation of the educational market, such as through school choice and consumer processes and calling schools and teachers to account. They are also held responsible for the implications of austerity measures and held responsible to act as a buffer to any acts of discontent as a result. At the same time, parents have limited voice and agency in terms of school accountability. In this chapter I am particularly interested in analysing the changes in the expectations of parents through government policies, schools and the neo-liberal project. I discuss how these changes have played out in contributing to the further construction or re-construction of the ‘good’ and the ‘bad’ parent, already well-rehearsed concepts in the education arena and in particular, the impact of these changes on the parent-school relationship. The middle-class parent has been moulded into the neo-liberal parent and, in turn, is the key driver of neo-liberal, market based education policies. As such s/he, for example, actively chooses or is expected to choose her/his child’s school and engage/s in concerted cultivation. This is part of their construction as the ‘good’ parent’. The working-class parent, by contrast, is, on the one hand, depicted through policy discourses as feckless and, as I show, tends to be regarded, in relation to the school, as an indifferent and unsupportive parent: the parent who has not yet become a neo-liberal subject. I discuss the ways that neo-liberal policy developments have contributed to the intensification of parenting and how these, in turn, have driven middle class parents on to maintain position as the ‘good’ parent. I also discuss how this often obstructs and overshadows economically disadvantaged, working class and Black and Minority Ethnic parents’ agency and their legitimacy as acceptable parents. In conclusion, I aim to demonstrate the effect of the intensification of parenting as classed and raced devices for control.<br/
Stress Related Growth Within Youth Sport: The Parent-Child Relationship
No full textStudies have highlighted the stressful nature of youth sport for parents and young athletes and the negative impact this can have on their experiences and involvement. However, there is growing evidence to suggest that stressful and adverse events, have the potential to facilitate long-term growth. In this chapter, we explore the individual, and shared, stressors associated with youth sport participation for both young athletes and their parents. Following this, we adopt a dyadic perspective and review studies which have examined how parent-child interactions in youth sport contexts may act as a catalyst for growth and positively influence the broader parent-child relationship. Drawing upon this body of work, we offer a number of future recommendations targeted towards the need to understand how each of the aforementioned areas of research can be effectively integrated in order to advance research in this area. We conclude by highlighting the need for greater attention to be paid to the environmental contexts (e.g., supportive parent-child relationships) that are likely to promote positive change following stress or adversity within youth sport