ABSTRACT

For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott’s (2008. Institutions and organizations: Ideas and interests (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers’ enactments of social justice in HPE practice.

摘要

40 多年来，大学和师范学院的健康与体育 (HPE) 学者一直关注体育背景下的社会正义问题，并倡导田野、体育馆和其他体育活动空间的教师开展更好地为所有学生促进更公平的结果。在这种倡导的基础上，在 1990 年代后期，瑞典、挪威和新西兰等国家设计了解决社会正义问题的 HPE 课程。然而，有限的研究专注于在 HPE 实践中实施社会正义。利用涉及瑞典的一个更大的国际项目，因此，挪威和新西兰的目的是探讨这三种不同 HPE 环境下社会正义教学法的构成，更具体地说，如何从社会正义的监管、规范和文化角度理解 HPE 教学实践。本文报告的数据来自三个国家的教育行为、课程文件、对 HPE 课程的观察以及后续教师访谈。为了分析数据，我们采用了 Scott's (2008.机构和组织：思想和兴趣（第 3 版）。Sage）的制度理论，以进一步理解和讨论 HPE 实践中三个不同国家的社会正义的制定。在我们对研究结果的陈述和分析中，我们提请注意社会正义教学法如何通过制度化的治理系统以不同的方式获得信息，因此不同社会的教师可能会以不同的方式制定它们。特别是，我们强调（i）监管的影响；(ii) 规范性；(iii) 实践中的文化认知要素。最后，我们指出了监管、规范和文化认知要素之间的复杂相互作用，这些要素既可以促进也可以限制 HPE 教师在 HPE 实践中实现社会正义。