Knowing primary physical education movement culture

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy by PublicationBackground: Mind-body dualisms create particular difficulties for researching and justifying learning and knowledge within PE practices. These issues are compounded in the UK by prevailing cognitivistic ideas of education, knowledge and learning. Crum (1993) suggests reconceptualising PE as movement culture as a potential solution to the limitations created by dualistic positions within education. How knowledge and learning within movement culture is positioned, however, was left underdeveloped by Crum. The aim of this thesis is to explore an embodied, action position on knowledge and learning, as a potential solution to this issue. Purpose: This thesis is driven by two purposes. The first; to examine and discuss how John Dewey’s theorising of knowledge and learning within experience provides a theoretical position on knowledge and learning within movement culture. The second; to utilise this position to explore how pupils’ and teachers’ actions within primary PE lessons constitute and negotiate the movement cultures within their school. Findings: In adopting a position which dissolves mind-body dualisms, movement culture allows the practical work of PE lessons to be considered as contexts of knowledge production. This opens up our understanding of different ways of knowing in PE through pupils’ epistemological ‘action-in-PE-settings’. Rather than creating another hybrid of educational ideology by objectifying what to ‘do’ or ‘know’, movement culture keeps the ‘who’ of participation in PE practice in view. Such a position is achieved because pupils are seen as ‘coming to know’ through their immediate and continuous experiences of sports and physical activities both in PE and beyond the school gates. By dissolving traditional dualisms within educational ideology, movement culture allows ideologies and assumptions about learning in PE to be decoded and managed. It also provides a framework to explore subject-matter for learning and analyses some of the disconnections which exist within PE practice. Conclusions: Reconceptualising PE as movement culture is not intended to create a logic of practice to which I claim PE should ascribe. In this thesis, movement culture offers a position from which to consider the continuity between PE and pupils’ lives within and outside of the school gates. Such a standpoint can challenge our ideas as to what subject-matter could be within PE and the possibilities of learning outcomes other than those that focus on performance sport or bodily training for fitness. From a research perspective questions arise in relation to understanding very young pupils’ experiences of knowing within PE and how learning and knowledge are embodied across other subject areas. Addressing such questions may help to support new understandings of learning and knowledge within schools that are concurrent with developing new methodologies and research tools. These may in turn support the continuing development of pedagogical practices

Setting the Table for Julia Child

Before Julia Child’s warbling voice and towering figure burst into America’s homes, a gourmet food movement was already sweeping the nation. Setting the Table for Julia Child considers how the tastes and techniques cultivated at dining clubs and in the pages of Gourmet magazine helped prepare many affluent Americans for Child’s lessons in French cooking. David Strauss argues that Americans’ appetite for haute cuisine had been growing ever since the repeal of Prohibition. Dazzled by visions of the good life presented in luxury lifestyle magazines and by the practices of the upper class, who adopted European taste and fashion, upper-middle-class Americans increasingly populated the gourmet movement. In the process, they came to appreciate the cuisine created by France's greatest chef, Auguste Escoffier. Strauss’s impressive archival research illuminates themes—gender, class, consumerism, and national identity—that influenced the course of gourmet dining in America. He also points out how the work of painters and fine printers—reproduced here—called attention to the aesthetic of dining, a vision that heightened one’s anticipation of a gratifying experience. In the midst of this burgeoning gourmet food movement Child found her niche. The movement may have introduced affluent Americans to the pleasure of French cuisine years before Julia Child, but it was Julia’s lessons that expanded the audience for gourmet dining and turned lovers of French cuisine into cooks

Listening to Voices of Exceptional Students to Inform Art Pedagogy

This study explored the pedagogical practices that fostered engagement for seven participants with physical disabilities and in some cases multiple exceptionalities who successfully earned a credit in a high school Visual Arts course. It answered the key question: What can art educators learn from students\u27 stories of art education that would better enable art educators to enact a pedagogy that engages students with disabilities in the Visual Arts classroom? A narrative inquiry methodology was employed to gather stories and art work from these key informants acting as active agents in their own storied responses that were triangulated with field notes from the researcher’s own “lived-experience” and the literature surrounding the topic. The researcher draws from literacy engagement theory purporting that art is a language that can be used to engage students with physical disabilities if careful consideration is given to media employed, contemporary art education practices, teacher and student relationship including the teacher’s perspective of students with disabilities, and Universal Design for Learning concepts in classroom organization. Due to the fine motor control issues, students with disabilities in this study prefer more fluid media involved in the discipline of sculpture, painting, printmaking, or new media to create projects where the subject matter and artistic expression are ultimately self-determined. The findings of this thesis may be applied to all subject areas as they indicate that the teacher’s capacity to communicate effectively, have a flexible approach to accommodating curriculum content, possess problem-solving ability, and a positive personality, can be linked with student engagement for exceptional students in the classroom

The transformative experiences of a scientist-professor with teacher candidate

This case study documented the pedagogical and philosophical change experiences of a senior research scientist-professor at a large Research I University as he implemented an open inquiry immersion course with secondary science teacher candidates. The 4-semester hour graduate-level credit course (Botany 531) is titled “Knowing and Teaching Science: Just Do-It!” The students were 5th-year education students who possessed an undergraduate degree in the biological sciences. The premise for the course is that to teach science effectively, one must be able to DO science. Students were provided with extensive opportunities to design and carry out experiments and communicate the results both orally and in a written format. The focus of this dissertation was on changes in the pedagogical philosophy and practice of the scientist professor as he taught this course over a 4-year period, 1997-2000. The data used in this study include the scientist-professor’s reflective journals (1997-2000), the students’ journals (1997-2000), and interviews with the scientistprofessor (2001-2002). HyperRESEARCH 2.03 software was used to code and analyze the reflective journals and transcribed interviews. Data were reviewed and then placed into original codes. The codes were then grouped into themes for analysis. Identified themes included (1) Reflective Practice, (2) Social Construction of Knowledge, (3) Legitimate Peripheral Participation, and (4) the Zone of Proximal Development