The Hegemonic Triumvirate—Ideologies, Discourses, and Habitus in Sport and Physical Education: Implications and Suggestions

Fernández-Balboa, Juan Miguel; Muros, Beatriz

doi:10.1080/00336297.2006.10491879

Cited by 37 publications

(17 citation statements)

References 72 publications

(84 reference statements)

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“…And this false consciousness has become embodied in the prevailing technical apparatus which in turn reproduces it. (p. 145) To flee from false consciousness, to live a dignified life, it is imperative and wise to engage in a critical examination of the roots of our beliefs, feelings and actions; while exploring the times, the conditions, the spaces, the people, the orders, the discourses, the ideologies, the habitus that have (con)formed 3 our life and work (see Bourdieu & Passeron, 1977;Bourdieu, 1988Bourdieu, , 1990Bourdieu, , 1998Fernández-Balboa & Muros, 2006). Nobel laureate Pinter (2005) declares this compellingly:…”

mentioning

confidence: 98%

Bio-pedagogical self-reflection in PETE: reawakening the ethical conscience and purpose in pedagogy and research

Fernández‐Balboa

2009

Sport, Education and Society

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mentioning

confidence: 98%

Bio-pedagogical self-reflection in PETE: reawakening the ethical conscience and purpose in pedagogy and research

Fernández‐Balboa

2009

Sport, Education and Society

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“…As such, far from being transformative, TP and research may end up reproducing only slightly modified versions of the very same realities that they try to transform. A few authors in PESP have already attempted to answer these questions (Culp, 2011;Fernández-Balboa & Muros, 2006;Fernández-Balboa & Prados, 2012;Fitzpatrick, 2013;Hickey, 2001;O'Sullivan, Morrell, & O'Connor, 2002;Sage, 2010); yet, their answers can be further developed. Doing so might provide additional clues regarding the solidity or shakiness of the ground in TP in PESP.…”

Section: Imploding the Boundariesmentioning

confidence: 96%

Imploding the boundaries of transformative/critical pedagogy and research in physical education and sport pedagogy: looking inward for (self-)consciousness/knowledge and transformation

Fernández‐Balboa

2015

Sport, Education and Society

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The purpose of this paper is to analyze the concept of 'transformative pedagogy' (TP) in physical education and sport pedagogy (PESP) and research in order to provide an alternative perspective on freedom, justice and the limits of transformation. Although some of the limits of TP have already been pointed out in the literature, such limits have been presented as though originating and having to be resolved out there, in socio-cultural-political contexts. In an attempt to redirect the attention from the social to the personal, this paper points out the possibility of TP's limits being also within critical pedagogues and researchers ourselves. After analyzing three barriers to (self-)consciousness/knowledge (SC/K), two viable methods for developing SC/K and transformation are provided.

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“…Moreover, she suggests that such engagement in policy and political discourse should be approached from a critical stance, thus acknowledging that terms such as 'health', 'wellbeing' and 'lifelong physical activity' are not politically or socially neutral. These concepts and discourses are shaped to fit certain political interests and agendas (Penney 2008), and according to Fernandez-Balboa and Muros (2006) can signify and endorse particular perspectives on PE at the expense of others.…”

Section: Policy Level Conceptions Of Physical Educationmentioning

confidence: 99%

The ebb and flow of curriculum construction in physical education: a Scottish narrative

Gray

Mulholland

MacLean

2012

The Curriculum Journal

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Within Scotland's new curriculum, a Curriculum for Excellence, physical education (PE) has been relocated from 'Expressive Arts' to 'Health and Wellbeing'. The repositioning of PE could result in a shift in the way PE is conceptualised. In order to understand this shift, we conducted in-depth, one-to-one interviews with 10 participants who contributed to the development of the new policy text for PE. The results from this study provide a narrative that describes the process of developing policy text for PE. Additionally, the participants described a process of consultation and debate, and referred to decision-making based on national initiatives linked to improving children's health. However, there was also evidence to suggest that the government controlled the process and that this control limited the extent to which the participants could make a genuine contribution to shaping the vision for PE. In making the process of developing curriculum text for PE more explicit, it is hoped that this study will encourage teachers and other key stakeholders to read the documentation that was produced in a critical way and have a greater understanding of the policy development process.

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The Hegemonic Triumvirate—Ideologies, Discourses, and Habitus in Sport and Physical Education: Implications and Suggestions

Cited by 37 publications

References 72 publications

Bio-pedagogical self-reflection in PETE: reawakening the ethical conscience and purpose in pedagogy and research

Bio-pedagogical self-reflection in PETE: reawakening the ethical conscience and purpose in pedagogy and research

Imploding the boundaries of transformative/critical pedagogy and research in physical education and sport pedagogy: looking inward for (self-)consciousness/knowledge and transformation

The ebb and flow of curriculum construction in physical education: a Scottish narrative

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