Journal
SPORT EDUCATION AND SOCIETY
Volume 20, Issue 8, Pages 1029-1047Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13573322.2013.871249
Keywords
Narrative; Teacher educators; Social justice; Collective biography; Physical education; Inclusion; Teacher education
Ask authors/readers for more resources
Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about 'our' teacher educator struggles in England and Norway, we hope that the reader can identify 'her/his' struggles in the narratives about power and domination, and the spaces of opportunity in between.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available