The Way They Care: An Ethnography of Social Justice Physical Education Teacher Education

Clark, Langston

doi:10.1080/08878730.2018.1549301

Cited by 15 publications

(9 citation statements)

References 54 publications

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“…McCuaig et al (2013) therefore claimed that instead of discarding or ignoring those students who are positioned as problematic deviants, HPE teachers should care more 'fervently' and 'employ more intense strategies of individualisation such as togetherness, encouragement and familiarity' (p. 789). Clark (2019) recently further argued that justice is often articulated as 'distributive policies' aimed at compensating for inequities that leads to ongoing marginalisation, whereas care takes justice further by considering the wants and needs of those deserving justice and includes 'them in the process of determining and enacting justice ' (p. 147). In this sense, we believe that caring teaching can serve as an important pedagogy for social justice in HPE.…”

Section: Building Relationships and Care In Hpementioning

confidence: 99%

Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

Moen

Westlie

Gerdin

et al. 2019

Sport, Education and Society

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The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes -The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

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Section: Building Relationships and Care In Hpementioning

confidence: 99%

Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

Moen

Westlie

Gerdin

et al. 2019

Sport, Education and Society

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“…The PSTs came from disempowered positions (e.g. social class and disabilities) which is different from most of the literature in PETE that has assessed predominantly white, middle-class PSTs in Western countries finding most were insufficiently prepared to work with students from diverse backgrounds (Clark, 2019;Philpot, 2019).…”

Section: The Embodied Experiences Of Oppressionmentioning

confidence: 86%

“…There is little research that aims to explore how PSTs learn and experience this kind of love, how they change their perceptions, and what struggles they face. In PETE research, we also have a problem concerning a lack of decolonial scholarship (Clark, 2019). Building on this gap, we seek to extend this conversation using a decolonial concept of love by utilizing Paulo Freire's theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

“…In critical pedagogy, research has focused on love because it has been proposed as a moral basis for socio-critical work (Freire, 2005; hooks, 2001; Zembylas, 2017). Aligned with this idea, caring has been the central concept of some physical educators and researchers in their work to challenge the status quo and contribute to building a socially just society (Clark, 2019; Ennis, 1999; Hellison, 1978). For example, the field of Physical Education Teacher Education (PETE) has increasingly advocated for caring teacher–student relationships (Clark, 2019; Moen et al, 2019; Owens and Ennis, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Aligned with this idea, caring has been the central concept of some physical educators and researchers in their work to challenge the status quo and contribute to building a socially just society (Clark, 2019; Ennis, 1999; Hellison, 1978). For example, the field of Physical Education Teacher Education (PETE) has increasingly advocated for caring teacher–student relationships (Clark, 2019; Moen et al, 2019; Owens and Ennis, 2005). Many scholars in PETE have used Nel Noddings’ (1984) concept of an ethic of care as the foundation for their interventions (Clark, 2019; Moen et al, 2019; Owens and Ennis, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘I always live in a quebrada [favela] and today I am here. So, you can be also here one day’: Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds

Luguetti

McDonald

2020

European Physical Education Review

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In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, there is little research that aims to explore how pre-service teachers’ (PSTs’) conceptions change across time. The aim of this study was to explore PSTs’ changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher’s field notes; (b) collaborative PSTs’ group meetings; (c) PSTs’ generated artifacts; and (d) PSTs’ focus groups and interviews. Data analysis involved induction and constant comparison. The PSTs understood that love was represented by the following: (a) creating democratic spaces for students to care for each other and their community; (b) trusting and understanding the students, and dreaming possible futures with them; (c) being the best teacher in order to facilitate students’ learning; and (d) making sure all students are included. We concluded that the PSTs’ embodied experiences of oppression and the reflexive experience lived in the activist approach created a space for the PSTs to see themselves in the youth, reconnect with their own identity and develop empathy and love for the diverse youth.

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Educational transmogrification: from panicgogy to pedagogy of compassion

Vandeyar

2021

Teaching in Higher Education

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This qualitative case study set out to explore how the Covid-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely impact of these changes on the dominant forms of university education that we will see in the future? Findings reveal a transitioning from panicgogy to pedagogy of compassion. There appeared to be a shift to an interest on human suffering and social justice. An ethic of care and pedagogy of compassion seemed to foreground the practice of many academics, which moved education beyond curriculum and educational strategies to cultivate social capital and equal life chances for all. These insights hold valuable implications for changes on the dominant forms of university education in the future.

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The Way They Care: An Ethnography of Social Justice Physical Education Teacher Education

Cited by 15 publications

References 54 publications

Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

‘I always live in a quebrada [favela] and today I am here. So, you can be also here one day’: Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds

Educational transmogrification: from panicgogy to pedagogy of compassion

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