This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Dowling, F. J., Kårhus, S. (2011). An analysis of the ideological work of the discourses of 'fair play' and moral education in perpetuating inequitable gender practices in PETE. Physical Education and Sport Pedagogy, 16,[197][198][199][200][201][202][203][204][205][206][207][208][209][210][211].Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline. Purpose: The study aimed to explore the extent to which PETE can be seen to nurture equitable learning environments, within a discourse of teacher professionalism which celebrates diversity, by using the lens of gender equity. Research design and data collection:Qualitative data have been generated from individual, in-depth interviews, group interviews and the content analysis of PETE curricula. The sample comprised 8 PE teacher educators (2 female/6 male), 12 student teachers (3 female/9 male), An analysis of the ideological work of fair play 3Findings: The analyses revealed that the concept of 'fair play', combined with the prevailing gender discourses and dominant views of teacher professionalism in PETE, does considerable 'ideological work' to sustain inequitable gender relations. The discourse of 'fair play' draws upon actors' common sense understandings of the concept as opposed to theoretical perspectives, as does the hegemonic discourse of gender which is evident in the data. Rather than developing professional identities which celebrate diversity, PETE culture in Norway seems to continue a subject tradition of constructing teachers, student teachers and pupils as universal, disembodied, and de-contextualised subjects. Conclusions:The study warns us to the dangers of imposing 'discursive closure' if PETE culture legitimates discourses about gender and morality which limit actors' understandings of the complexities of these phenomena. We advocate a PETE culture that emphasises plurality and acknowledges the inevitable power structures imbued in different ways of knowing.An analysis of the ideological work of fair play 4 Summary for practitionersMany physical educators express a desire to provide positive learning experiences for all pupils. Research informs us, however, that this is no easy objective to fulfil. Research on gender relations in PE reveals for example that many actors within the field (both in schools and in institutions of higher education) are exposed to inequitable learning environments which favour white, mesomorph, middle class males, and marginalise males who do not live up to this ideal, as well as the majority of females. There are many complex structures which influence upon how gender is experienced in PE, not least the subject culture of PE and the attitudes and beliefs of teacher educators, student teachers, teachers and pupils. This paper analyses in particular the way in which beliefs about 'fair play' and moral education through the physica...

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Kårhus, S. (2010) Conclusion: Due to the increased competition for institutions to recruit and retain students, this paper problematises how the logic of the education market contributes to the social construction of PETE curricula and content knowledge. Within the context of deregulated academic autonomy in the Norwegian higher education system, the content in PETE seems legitimated by the local institutions' strategic moves in the market to recruit students and secure their institutions' economic growth. SummaryThe paper addresses structures and agencies in the social construction of programs and curricula, framed within Norwegian physical education teacher education (PETE).Against the backcloth of a significant growth in the number of physical activity courses on offer, which can form part of sport science degrees within the case of Norwegian higher education, it deals with how actual market dynamics work in relation to PETE.Applying Bernstein's (1990Bernstein's ( , 1996 conceptual framework, the paper explores the internal rules that regulate forms of pedagogic communication that the pedagogic device makes 3 possible in educational settings within the field of physical activity influenced by the trends and interests in the market. Through discourse analysis of educational texts and websites at a purposeful sample of four university colleges, the paper aims to illuminate how the market has been given significant influence within the development of programs of study, and notions of relevant PETE content knowledge rather than professional, critical analytical reflection about what constitutes quality PE teaching and learning in schools.

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Kårhus, S. (2012 AbstractFramed within a shift from a highly centralized system of higher education (HE) to a deregulated system in Norway, this paper addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews withDeans and Heads of programs at three significant national providers in the field of HE sport and physical education, the paper illuminates how marketisation permeates the communication of education values and, thus, the institutional pedagogical discourse (Bernstein, 1996). The paper problematises the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values. KeywordsHigher education, deregulation of academic freedom, marketisation, new managerialism, physical education teacher education degrees, pedagogical discourse.Introduction and background for the study

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