Touching the didactic contract—a student perspective on intergenerational touch in PE

Caldeborg, Annica; Maivorsdotter, Ninitha; Öhman, Marie

doi:10.1080/13573322.2017.1346600

Cited by 13 publications

(16 citation statements)

References 28 publications

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“…The greatest fear is of being suspected of improper behaviour, or being falsely accused of molestation or sexual harassment. At the same time, physical contact in PE is often regarded as necessary and an essential part of PE by teachers and students alike (Caldeborg et al, 2017; Fletcher, 2013; Öhman, 2017). It is also a well-known fact that sports coaches, and PE and preschool teachers feel that something that was previously not questioned has now become risky behaviour (Duncan, 1999; Fletcher, 2013; Öhman, 2017; Taylor et al, 2014).…”

Section: Background and Previous Researchmentioning

confidence: 99%

“…It can therefore be observed that ‘no touching’ characterizes the creation of the safe teacher, the safe practice and the safe child (Fletcher, 2013; Jones, 2004; Öhman and Quennerstedt, 2015). Unfortunately, being on the safe side and avoiding physical contact can also mean that all teachers are viewed as potential molesters who require constant surveillance (Jones, 2004; Taylor et al, 2014), even though student voices indicate that this is not always the case (Caldeborg et al, 2017).…”

Section: Background and Previous Researchmentioning

confidence: 99%

“…Most research on intergenerational touch in PE has previously been conducted from a teacher’s perspective. However, in a study by Caldeborg et al (2017), the major finding was that physical contact between PE teachers and students needed to have a clear purpose in order for students to support it as a pedagogical tool. But the issue is more complex than that.…”

Section: Background and Previous Researchmentioning

confidence: 99%

“…Several earlier studies of intergenerational touch between children and adults in educational settings are inspired by Foucault’s work on dominating discourses, power relations, governmentality and panopticism (Fletcher, 2013; Jones, 2004; Öhman, 2017; Piper et al, 2013; Taylor et al, 2014). There are also other theoretical points of departure, such as a children’s rights perspective (Öhman and Quennerstedt, 2015), a body pedagogics framework informed by Nodding’s paradox of caring (Andersson et al, 2016) and Brousseau’s didactic contract (Caldeborg et al, 2017).…”

Section: Theory – a Discourse Analytical Frameworkmentioning

confidence: 99%

“…The findings draw on a re-analysis (Alvesson, 2003) of students’ focus group interviews on intergenerational touch in PE previously analysed in Caldeborg et al (2017). In that previous study, Caldeborg et al (2017) accounted for an empirical understanding of students’ voices in relation to intergenerational touch, which had largely been ignored in the research field. The purpose of that study was to provide a student perspective on the complex issue of physical contact in PE and to emphasize stories that could contribute to a more nuanced picture of the intergenerational touch research field.…”

Section: Introductionmentioning

confidence: 97%

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Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Caldeborg

Öhman

2019

European Physical Education Review

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Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

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Section: Background and Previous Researchmentioning

confidence: 99%

Section: Background and Previous Researchmentioning

confidence: 99%

Section: Background and Previous Researchmentioning

confidence: 99%

Section: Theory – a Discourse Analytical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 3 more Smart Citations

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Caldeborg

Öhman

2019

European Physical Education Review

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Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action

Maher

Williams

Sparkes

2019

Sport, Education and Society

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In an attempt to better prepare prospective PE teachers for teaching pupils with disabilities, our research takes up the call of Sparkes et al. (2017) for an accumulation of "case studies involving teacher educators attempting to put embodied pedagogy into action" (p.10). We used snapshot vignettes to reflect on our experiences of delivering learning activities that endeavoured to enable 90 prospective PE teachers to (1) simulate visual impairment (VI); and(2) plan and deliver learning activities to peers who were simulating VI. Our discussion centres on the authenticity of simulations and the pedagogical development of prospective PE teachers. From our observations, we remain sceptical about the extent to which the nondisabled Self can empathise with the disabled Other through embodied simulation because of the ease at which the Self could and would step out of the shoes of the Other by removing blindfolds. This disrupted attempts to blur the lines between the prospective PE teachers' Self and the disabled Other, and thus the extent to which knowledge of the disabled Other in PE was embodied. We did observe, however, some positive pedagogical developments during simulations. These included increased: clarity and precision of verbal instructions; use of pedagogical touch; knowledge of how to adapt learning activities; and critical thought about the concept of educational inclusion. To finish, we argue that the simulation of VI appears to impact positively of the inclusive pedagogies of our prospective teachers, but we call for future research that explores the ethics of these simulations.

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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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Touching the didactic contract—a student perspective on intergenerational touch in PE

Cited by 13 publications

References 28 publications

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action

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

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