ABSTRACT

This article discusses dis/ability and physical education teacher education (PETE). The aim is twofold. First, I explore how dis/ability is problematised in PETE syllabi from nine Swedish universities. Bacchi's What's the problem represented to be? approach for analysing policy texts is used. The centre of attention thus shifts from a problem and its solution, to how a phenomenon is made into a problem and to the effects of this problematisation. Second, a theoretical framework that corresponds better with the aims of the steering documents advising Swedish compulsory schools and PETE is proposed.

In the analysis, two dominant problem representations were discerned. First, pupils with impairment or special needs are constructed as the problem. When pupils with impairment are problematised, they risk being constructed as deviant and marginal in PE. This is reinforced by the fact that, in some cases, the subject is dealt with in only a few pages of text and as part of a single course. Second, power relations, norms or inequality are constructed as the problem. Thus, the focus shifts from the pupils’ reduced physical, cognitive or neuropsychiatric ability to the interactions with able-bodied teachers and peers. Bacchi also asks where the silences are in the texts. The notion of disability, caused by social barriers such as inaccessibility and prejudices, is completely missing. Moreover, ableism – discrimination that favours being able-bodied – is not explicitly dealt with, not even when the syllabi bring up power relations or norms.

A change within PETE is required, with inclusive education as the goal. I suggest that both the effects of impairment and ableism, which lead to disabilities, need to be taken into account. Cripistemologies – that is, the knowledge of disabled people – would be useful in this process, as a way to dismantle ableism and appreciate differences.

摘要

本文讨论了残疾/能力和体育教师教育（PETE）。目的是双重的。首先，我探讨了九所瑞典大学的 PETE 教学大纲中的残疾/能力是如何被问题化的。Bacchi 的问题是什么？使用分析政策文本的方法。因此，关注的中心从一个问题及其解决方案转移到一个现象如何变成一个问题以及这种问题化的影响。其次，提出了一个更符合指导瑞典义务学校和 PETE 指导文件目标的理论框架。

在分析中，发现了两个主要的问题表示。首先，将有缺陷或特殊需要的学生构建为问题。当有缺陷的学生受到质疑时，他们就有可能在体育课中被视为离经叛道和边缘化。事实强化了这一点，在某些情况下，该主题仅在几页文本中处理，并作为单一课程的一部分。其次，权力关系、规范或不平等被构建为问题。因此，重点从学生身体、认知或神经精神能力下降，转移到与身体健全的教师和同龄人的互动上。Bacchi 还询问文本中的沉默在哪里。由社会障碍（如交通不便和偏见）引起的残疾概念完全消失了。而且，

需要在 PETE 内部进行变革，以包容性教育为目标。我建议需要考虑导致残疾的损伤和残疾的影响。Cripistemologies - 即残疾人的知识 - 在这个过程中将是有用的，作为消除能力主义和欣赏差异的一种方式。