PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM

Authors

DOI:

https://doi.org/10.22456/1982-8918.95142

Keywords:

Critical pedagogy. Physical education. Teacher education.

Abstract

Socially-critical scholarship and critical pedagogy have become increasingly central to Physical Education Teacher Education (PETE) over the last three decades. The purpose of this paper is to provide a snapshot of the history of the critical project in PETE and an analysis of critical pedagogies in contemporary Western society. In this paper, the accounts of critical pedagogies are classified based on their focus on (a) critical reflection, (b) pedagogies of discomfort and (c) democratic principles, although the authors recognise that in PETE practice these categories overlap and interconnect and do not represent exclusively independent pedagogies. The paper concludes that relationships between PETE teacher educators and PETE students built on trust and care and secondly, connections between PETE teacher educators and the broader physical education teaching community are important as they provide the conditions needed to embed critical pedagogies into PETE courses and PETE programmes.

 

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Author Biographies

Rod Philpot, University of Auckland School of Curriculum and Pedagogy

Rod Philpot is a Senior Lecturer in the School of Curriculum and Pedagogy, Faculty of Education. Rod began working at The University of Auckland in 2006 after 16 years teaching health and physical education in Auckland secondary schools. He has been an assistant teacher, year 12 dean, head of outdoor education, head of department, and an HPE faculty leader. Rod has moderated standards based assessment, lead scholarship physical education workshops, and helped lead the implementation of NCEA to Auckland physical education teachers. He has presented at national and international physical education conferences.

Rod's research focusses on social justice pedagogies in PETE and school health and physical education. He has participated in international research collaborations focused on social justice in HPE and PETE with colleagues in the Unites States, United Kingdom, Sweden and Norway.

Alan Ovens, University of Auckland School of Curriculum and Pedagogy

Alan is an Associate Professor in Physical Education in the School of Curriculum and Pedagogy, Faculty of Education and Social Work. He has held a range of roles within the faculty, including Deputy Head of the School of Critical Studies in Education, Head of the Health and Physical Education Group, and Director of the Richard Tinning Research Unit. He has also been the President of Physical Education New Zealand (2006-2012) and is the current past Chair of the AIESEP TGfU Special Interest Group. He is the Programme Co-Chair for the  S-STEP Castle Conference in England.  His key research interests are in complexity, teacher education pedagogy and methodologies for self-study research.

Wayne Smith, University of Auckland School of Curriculum and Pedagogy

Wayne Smith is a Senior Lecturer in Health and Physical Education, in the School of Curriculum and Pedagogy, Faculty of Education. Wayne has been involved in teacher education for two decades and from 2002-09 was Head of Programme of the Faculty’s Bachelor of Physical Education. His research and teaching interests are in socially-critical pedagogy in physical education.

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Published

2019-11-15

How to Cite

PHILPOT, R.; OVENS, A.; SMITH, W. PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM. Movimento, [S. l.], v. 25, p. e25064, 2019. DOI: 10.22456/1982-8918.95142. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/95142. Acesso em: 25 jun. 2025.

Issue

v. 25, jan./dez. 2019

Section

Focus #1

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