Balancing prescription with teacher and pupil agency: spaces for manoeuvre within a pedagogical model for working with adolescent girls

ABSTRACT

This paper explores the possibilities of using a pedagogical model for working with adolescent girls in physical education as a means of balancing the challenge of external prescription from outside the school with teacher and pupil agency. We report data from a study involving four schools in Glasgow. We note that the national curriculum for Scotland, Curriculum for Excellence, is a broad and bold type that provides teachers with ‘spaces for manoeuvre’ in order to shape local curricula that best meet the needs and interests of girls. This is particularly the case in physical education, which in the Basic General Education phase for 12–15 years olds there is no well-established assessment regime. We identify four spaces for manoeuvre for teachers and pupils within an activist model: new forms of communication based on authorising pupil voice; offering choices and opening up learning possibilities; the co-construction of a safe class environment; opportunities to rethink traditional structures based on the multi-activity curriculum form. We conclude that an activist pedagogical model provided teachers and pupils with spaces to explore alternative practices to traditional forms of physical education.

KEYWORDS:

• Teacher and pupil agency
• curriculum making
• pedagogical model
• girls and physical education
• spaces for manoeuvre

Acknowledgments

We wish like to thank Maureen McKenna, Executive Director of Education at Glasgow City Council, and the Head Teachers of the four schools for giving permission for this project to take place.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In one school, pupils spoke with a strong Glaswegian dialect. We transcribed the interviews as they sounded to remain as close as possible to some of the unique expressive qualities of this dialect.

Additional information

Notes on contributors

D. Kirk

David Kirk is Professor of Education at the University of Strathclyde and Honorary Professor of Human Movement Studies at the University of Queensland. His research interests are in curriculum innovation and history, and in physical education and sport pedagogy.

C. A. Lamb

Kimberly L. Oliver is Professor of Physical Education at New Mexico State University. She has published widely on girls in physical education from an activist perspective.

K. L. Oliver

Cara Lamb is a part-time doctoral student at the University of Strathclyde studying girls in physical education from an activist perspective. She teaches physical education full-time in a school in Glasgow.

R. Ewing-Day

Rachel Ewing-Day is a full time teacher of physical education in a school in Inverclyde.

C. Fleming

Carrie Fleming is Head of Department and full time teacher of physical education in a school in Glasgow.

A. Loch

Aisling Loch is Head of Department and full time teacher of physical education in a school in Glasgow.

V. Smedley

Vicki Smedley is Head of Department and full time teacher of physical education in a school in Glasgow.