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ERIC Number: EJ1073288
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1357-3322
Narratives from the Road to Social Justice in PETE: Teacher Educator Perspectives
Dowling, Fiona; Fitzgerald, Hayley; Flintoff, Anne
Sport, Education and Society, v20 n8 p1029-1047 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway; United Kingdom (England)