"In Focus" section: Critical pedagogy in the teaching of Physical Education After the Pandemic.
Critical pedagogy in the teaching of Physical Education After the Pandemic
"In Focus" section proposal: Critical pedagogy in the teaching of Physical Education After the Pandemic.
David Hortigüela Alcalá – University of Burgos (Spain)
Pedro Antonio Sánchez Miguel – University of Extremadura (Spain)
Physical Education has experienced a significant increase in academic research in recent years. Numerous publications have delved into topics related to teaching methodologies and pedagogical proposals, impacting teaching activities across various educational levels. These publications are underpinned by a strong commitment to promoting social justice and political transformation.
In 2019, the Movimento journal published the "In Focus" section with a call for "Critical Pedagogy of Physical Education: Challenges and Contemporary Perspectives." This call was supported by thought-provoking questions such as: To what extent has critical pedagogical thinking been successfully integrated into school practices in different countries? What challenges are faced in this integration? What adaptations and innovations have been implemented? How extensively has critical pedagogy been integrated into higher education in Physical Education? What are the distinct characteristics of this integration? Lastly, how effective have critical pedagogies been in bringing about social change?
After experiencing a pandemic and witnessing the rise of neoliberal policies and anti-democratic processes, it is crucial to continue thinking about Physical Education through the lens of Critical Pedagogy. The field of Physical Education must be engaged in promoting a better world by committing to justice and social transformation.
Assuming these considerations, we propose the following questions: How can we adapt teaching methods in Physical Education to a time marked by rapid changes? What challenges have Physical Education teachers faced since returning to teaching after the pandemic restrictions? Can we question the rigidity of certain Physical Education programs and ensure access to learning specific topics in our field? How can we organize a long-term plan for the Physical Education subject in the face of so many social, political, and economic uncertainties? To address these questions, we are issuing a call for submissions to the special section "In Focus" of the Movimento journal, entitled "Critical Pedagogy in Teaching Physical Education After the Pandemic." We welcome qualitative empirical research, research using mixed methods, systematic reviews, narratives, case studies, or other types of manuscripts that substantially contribute to the topic.
Publication work plan:
The following work plan was established to ensure this special "In Focus" section fits with the editorial standards and scope of the Movimento journal.
01 April 2024 – 15 May 2024: Call for papers
June 2024: Abstract (300 words at most) submission. Sending to the editors of the section David Hortigüela Alcalá (dhortiguela@ubu.es) and Pedro Antonio Sánchez Miguel (pesanchezm@unex.es)
July 2024: Abstract decision
August 2024 – November 2024: rolling submission of the full manuscript based on an invitation from abstract.
January 2025: Deadline for final revised manuscripts.
February - April 2025: Finalize manuscripts for publication.
Accepted abstracts:
Out of the 18 proposals received for the ‘In Focus’ section, 7 met the call's objectives. Here is the list of titles and authors. The authors have been notified and have committed to submitting their full articles on the journal's platform by the specified dates in the call.
Active participation in 2-year-olds: school time versus out-of-school time.
(Torres-Luque, G., Díaz-Quesada, G., Padial, R., Ortega-Toro, E)
What approach should be followed to promote a fair and equitable Physical Education? Reflections from critical pedagogy
(Sánchez-Miguel, P-. Hortigüela- Alcalá, D., Barba-Martín, R., Pérez-Pueyo, A., Tapia-Serrano, M.A)
“It’s been like a little ray of light”: Exploring the transformative possibilities of deportigualízate
(Castro-García, M., López-Villar, C)
Sports education and ethics of care in the search for the inclusion of students with autism spectrum disorder in Physical Education.
(Abellán, J.,Reyes, L., González-Martí, I., García-López, L.M)
Quality Physical Education and critical post-pandemic pedagogy: reflections on European and Brazilian production
(Leao-Pereira, A.F., Teixeira-Maldonado, D., Lorente-Catalán, E)
What did PE teachers learn from the technological disruption in their classes? challenges and uncertainties about technology use after the pandemic
(Carvalho de Araújo, A., Casey, A)
"La participación y reflexión del alumnado en proyectos de colaboración universidad-escuela en el área de Educación Física" (Nieva, C., Martín, L)
Instructions for submitting manuscripts:
Manuscripts accepted for this special section must be submitted via the Movimento journal's Electronic Platform, available at: https://www.seer.ufrgs.br/Movimento/index
It is important that authors comply with the guidelines for the composition of manuscripts. These Guidelines are available at: https://seer.ufrgs.br//Movimento/about/submissions
