Points of tension and possibility: Boundaries in and of physical education

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dc.contributor.authorPenney, Dawn
dc.date.accessioned2013-01-20T22:31:14Z
dc.date.available2013-01-20T22:31:14Z
dc.date.copyright2013-01
dc.date.issued2013
dc.description.abstractThis article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.en_NZ
dc.identifier.citationPenney, D. (2013). Points of tension and possibility: boundaries in and of physical education. Sport, Education and Society, 18(1), 6-20.en_NZ
dc.identifier.doi10.1080/13573322.2012.713862en_NZ
dc.identifier.issn13573322
dc.identifier.urihttps://hdl.handle.net/10289/7084
dc.language.isoen
dc.publisherTaylor and Francisen_NZ
dc.relation.isPartOfSport, Education and Societyen_NZ
dc.relation.ispartofSport, Education and Society
dc.subjectAssessmenten_NZ
dc.subjectCurriculum; Equityen_NZ
dc.subjectPedagogyen_NZ
dc.subjectPhysical educationen_NZ
dc.titlePoints of tension and possibility: Boundaries in and of physical educationen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page1en_NZ
pubs.elements-id37876
pubs.end-page15en_NZ
pubs.issue1en_NZ
pubs.volume_onlineen_NZ
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