The Ethos of Sport as a Silent Partner in PE Curricula

Hakala, Liisa; Kujala, Tiina

doi:10.7459/wse/16.2.07

Cited by 4 publications

(6 citation statements)

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“…The findings of the present study support the need for practitioners to challenge normative perceptions and resist seeing diversity as a deficit, instead recognizing diversity as a strength and an asset. Still, there seems to be a discrepancy between the curriculum and the reality in schools due to country specific traditions of separating boys and girls in Finnish PE (Annerstedt, 2008; Yli‐Piipari, 2014) and the role of traditional sports in PE (Hakala & Kujala, 2015). As pointed out by Kujala and Hakala (2015), the ethos of sport can still be regarded as a ‘silent partner’ in PE curricula.…”

Section: Discussionmentioning

confidence: 99%

“…Still, there seems to be a discrepancy between the curriculum and the reality in schools due to country specific traditions of separating boys and girls in Finnish PE (Annerstedt, 2008; Yli‐Piipari, 2014) and the role of traditional sports in PE (Hakala & Kujala, 2015). As pointed out by Kujala and Hakala (2015), the ethos of sport can still be regarded as a ‘silent partner’ in PE curricula.…”

Section: Discussionmentioning

confidence: 99%

“…As previous research has revealed, only a so‐called narrow understanding of bodies—idealized through heterosexuality, binary gender and certain body ideals—are recognized as normal and healthy in PE (Giese & Ruin, 2018; Webb et al, 2008). Ambivalent positions regarding the educative dimensions of PE and the traditional view of sports can be found in the Finnish national curriculum (Kujala & Hakala, 2015) and other international curricular approaches (Giese & Ruin, 2018; Meier et al, 2021). The physical dimensions of PE are often related to a more traditional understanding of the aims of PE and student assessment which are not supportive when addressing student diversity in PE.…”

Section: The Relationship Between Physical Education Sport and Social...mentioning

confidence: 99%

“…As pointed out by Hakala and Kujala (2015, 2021), the subject PE is traditionally committed to the idea of a homogenous Finnish society and culture, which is in contrast to the values mentioned in the current core curriculum. The historical roots of this situation can be traced back to the traditional values in the (Finnish) sports culture which are based on nationalism, given gender roles and achievement orientation, and thus restrain alternative discourses in PE curricula (Hakala & Kujala, 2021).…”

Section: The Finnish Casementioning

confidence: 99%

“…In Finland, the PE curriculum seems to lag behind in the development of interculturality and other diversity issues due to the traditional ideas of a homogenous Finnish society and (sports) culture (Hakala & Kujala, 2021). Hakala and Kujala (2015) therefore suggest that teachers should be conscious of the ethos of sport behind lesson planning to counteract its force. Since it is the central role of the curriculum to act as a fundamental guide for teachers (Ennis, 2013; Kirk, 2014), it is of particular interest of this study to analyse the interplay between the implementation of an integrative approach to teaching in the new NCC (FNBE, 2016) and the subject based approaches in the Finnish curriculum traditions.…”

Section: Introductionmentioning

confidence: 99%

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Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

Mihajlovic

Meier

2022

The Curriculum Journal

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The present article draws attention to the latest curriculum reform in Finland, which came into effect in August 2016 and promoted a shift towards a competency‐based curriculum which highlights diversity as a positive resource. The main aim of this study was to gain insights into the understanding of ‘inclusion’ within the context of PE policy in Finland and particularly focuses on the inclusion of students with special educational needs (SEN). This research focuses on PE, because the subject is still shaped by underlying sentiments representing traditional values such as nationalism and given gender roles which seem to contrast with the conceptualization of inclusion. Therefore, the current Finnish NCC (of PE) has been qualitatively content analysed adopting a deductive‐inductive approach. The findings demonstrate that the official documents build upon a broad understanding of inclusion and diversity, which is not only restricted to students with disabilities. However, the PE curricula provide few practical implications for teaching in diverse classes which may stem from inconsistency across the analysed documents in considering diversity issues. We conclude that the Finnish curriculum leaves room for teachers' pedagogical autonomy, but further research is needed to explore how it frames their possibilities to work inclusively in practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Relationship Between Physical Education Sport and Social...mentioning

confidence: 99%

Section: The Finnish Casementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

Mihajlovic

Meier

2022

The Curriculum Journal

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A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future

Hakala

Kujala

2021

Prospects

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Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of Covid-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post–Covid-19 curriculum. Reactivating what is still powerful in Bildung/Didaktik and emphasizing the importance of education’s ethical dimension and the teacher’s role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum’s design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises.

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Vielfalt im Sportunterricht

Mihajlovic

2021

Ger J Exerc Sport Res

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ZusammenfassungDer Inklusionsdiskurs bestimmt derzeit nicht nur in Deutschland, sondern auch in vielen anderen Ländern die schulische und fachdidaktische Diskussion. Die internationalen Ansätze im Kontext des inklusiven Sportunterrichts wurden bisher allerdings nur ansatzweise im deutschsprachigen Raum erschlossen. Dieser Beitrag nimmt an dieser Forschungslücke anknüpfend das finnische Schulsystem in den Blick und analysiert, welche Rolle das Thema Diversität im aktuell gültigen Kerncurriculum für das Fach Sport spielt. Dabei liegt der Fokus auf den Diversitätsdimensionen „Gender“, „Interkulturalität“ und „sonderpädagogischer Förderbedarf“. Die Einnahme der finnischen Perspektive erscheint insofern lohnend, da Finnland bereits über einen reichhaltigen Erfahrungsschatz in der inklusiven Beschulung verfügt und die Analyse der curricularen Vorgaben den soziokulturellen Kontext sowie die spezifischen pädagogischen und fachdidaktischen Traditionen für den deutschsprachigen sportpädagogischen Diskurs erschließen können. Die Analyse zeigt auf, dass die Wertschätzung von Diversität auch für den Schulsport eingefordert wird, allerdings bleibt an vielen Stellen offen, wie der konkrete Umgang mit den untersuchten Diversitätsdimensionen auf der Unterrichtsebene erfolgen kann. Der Beitrag plädiert für die Notwendigkeit weiterer Forschungsvorhaben, die eine internationale Perspektive auf den Inklusionsdiskurs legen und länderspezifische Rahmenbedingungen vermehrt berücksichtigen.

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The Ethos of Sport as a Silent Partner in PE Curricula

Cited by 4 publications

References 0 publications

Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future

Vielfalt im Sportunterricht

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