Session Information
08 SES 06, Physical Activity, Health and Health Education
Paper Session
Contribution
Topic: The presentation is about discourses in physical education seen from Michael Foucalt. Examples from the curriculum in physical education and selected teacher interviews about they work on the subject; will be used to identify a physical education discourse and other discourses. Discourses are always related to practical and material conditions, and the link between power, knowledge and materiality, form a kind of power configuration. Thus, physical education can only be understood through the discourses and practices in schools. It is the institution school and the subject physical education that is in focus. Students in all Norway will have the same plans and specifications and the, and in a way the subject is used to make general thought shapes, and it includes forms of rationality and thought-shapes that originally belong to other institutions.
Research question: Our research question is about finding discourses in physical education, and describe how these disciplines the body. Questions we ask are: How does the discourse of physical education look like? What discourses characterize physical education discourse? Other questions are: Which discourses contain curriculum in physical education? What do teachers say about the subject, its content and practice? In what way do teachers talk about the subject? What sort of concepts, knowledge areas and practice are connected in the subject? Is it possible to identify a basic logic of the governing discourses?
Theories: Michael Foucault is used is used as the main theorist in this presentation. He is often regarded as the founder of discourse theory. It is he who has elaborated on some of the important principles that many people today use in discourse analysis. Discourse analysis has its roots in social constructivism. Both approaches argue that there is no pure truth, but that all knowledge is discursive constructions. Elements from Ernesto Laclau, Chantal Mouffe and Norman Fairclough will also be used.
Method
Expected Outcomes
References
References: Augestad, P. (2003). Skolering av kroppen: om kunnskap og makt i kroppsøvingsfaget. Høgskolen i Telemark, Avdeling for allmenne fag, Institutt for idretts- og friluftslivsfag, Bø. Alvesson, M., & Sköldberg, K. (1994). Tolkning och reflektion: vetenskapsfilosofi och kvalitativ metod. Lund: Studentlitteratur. Foucault, M. (1972a). The archaeology of knowledge. London: Tavistock Publications. Foucault, M. (1972b). The archaeology of knowledge and The discourse on language. New York: Pantheon Books. Foucault, M. (1980). Power/knowledge: selected interviews and other writings 1972-1977. Brighton: Harvester Press. Foucault, M. (1972a). The archaeology of knowledge. London: Tavistock Publications. Foucault, M. (1972b). The archaeology of knowledge and The discourse on language. New York: Pantheon Books. Foucault, M. (1980). Power/knowledge: selected interviews and other writings 1972-1977. Brighton: Harvester Press. Jørgensen, Marianne W. & Louise Phillips (1999) Diskursanalyse som teori og metode. Roskilde: Roskilde Universitetsforlag. Laclau, E., & Mouffe, C. (2002). Det radikale demokrati: diskursteoriens politiske perspektiv. Frederiksberg: Roskilde Universitetsforlag. Winther Jørgensen, M., & Phillips, L. (1999). Diskursanalyse som teori og metode. Frederiksberg: Roskilde Universitetsforlag.
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