1,124
Views
5
CrossRef citations to date
0
Altmetric
Articles

“It’s Groundhog Day”: Foucault’s Governmentality and Crisis Discourses in Physical Education

ORCID Icon &

References

  • Almond, L. (1987). Action research in England since 1970 . Paper presented at the AIESEP World Convention, June, Universite du Quebec a Trois- Rivieres, Canada.
  • Anderson, D. R. (2012). The humanity of movement or “It’s not just a gym class.” In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 28–38). London, UK: Routledge.
  • Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York: Routledge.
  • Arnold, P. J. (1991). The preeminence of skill as an educational value in the movement curriculum. Quest , 43(1), 66–77. doi:10.1080/00336297.1991.10484011
  • Arnold, P. J. (2012). Sport and moral education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 39–54). London, UK: Routledge.
  • Azzarito, L. , Solmon, M. A. , & Harrison, L. (2012). “…if I had a choice, I would…”: A feminist poststructuralist perspective on girls in physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 7–39). London, UK: Routledge.
  • Bailey, R. , & Kirk, D. (2009). The Routledge physical education reader . London, UK: Routledge.
  • Bailey, R. A. , Armour, K. , Kirk, D. , Jess, M. , Pickup, I. , & Sandford, R. A. ; BERA Physical Education and Sport Pedagogy Special Interest Group . (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education , 24(1), 1–27.
  • Carr, W. , & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research . London, UK: Falmer Press.
  • Casey, A. , Dyson, B. , & Campbell, A. (2009). Action research in physical education: Focusing beyond myself through cooperative learning. Educational Action Research , 17(3), 407–423. doi:10.1080/09650790903093508
  • Casey, A. , Fletcher, T. , Schaefer, L. , & Gleddie, D. (2018). Conducting practitioner research in physical education and youth sport: Reflecting on practice . London, UK: Routledge.
  • Dean, M. (1999). Governmentality: Foucault, power and social structure . London, UK: SAGE.
  • Dodds, P. (2012). Are hunters of the functional curriculum seeking quarks of snarks? In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 91–99). London, UK: Routledge.
  • Ennis, C. D. (1999). Creating a culturally relevant curriculum for disengaged girls. Sport, Education and Society , 4(1), 31–49. doi:10.1080/1357332990040103
  • Ennis, C. D. (2012). Students’ experiences in sport-based physical education: [More than] apologies are necessary. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 81–85). London, UK: Routledge.
  • Fairclough, S. , Stratton, G. , & Baldwin, G. (2012). The contribution of secondary school physical education to lifetime physical activity. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 82–98). London, UK: Routledge.
  • Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977 . New York: Pantheon Books.
  • Foucault, M. (1982). The subject and power. Afterword. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault. Beyond structuralism and hermeneutics . Chicago, IL: University of Chicago Press.
  • Foucault, M. (1984). The Foucault reader . Ed. Paul Rabinow. New York: Pantheon Books.
  • Foucault, M. (1988). Technologies of the self. A seminar with Michel Foucault . ( L. H. Martin , H. Gutman , & P. H. Hutton , Eds.). Amherst, MA: University of Massachusetts Press.
  • Foucault, M. (1991). Governmentality. In G. Burchell , C. Gordon , & P. Miller (Eds.), The Foucault effect. Studies in governmentality (pp. 87–104). London, UK: Harvester Wheatsheaf.
  • Gore, J. M. (2012). Pedagogy as text in physical education teacher education: Beyond the preferred reading. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 142–176). London, UK : Routledge.
  • Green, K. (2016, July). The class of 2035 and the future effectiveness of PE. Keynote presented at the Future Directions in Physical Education Research and Practice Symposium, Leeds Beckett University.
  • Groundhog Day (n.d.). In Oxford dictionaries . Retrieved from https://en.oxforddictionaries.com/definition/groundhog_day
  • Hall, M. A. (1979). Intellectual sexism in physical education. Quest , 31(2), 172–186. doi:10.1080/00336297.1979.10519936
  • Henry, C. , & Kemmis, S. (1985). A point-by-point guide to action research for teachers. The Australian Administrator , 6(6), 65–72.
  • Hirst, P. H. (1974). Knowledge and the curriculum. A collection of philosophical papers . London, UK: Routledge.
  • Hoffman, S. J. (1987). Dreaming the impossible dream: The decline and fall of physical education. In J. D. Massengale (Ed.), Trends toward the future in physical education (pp. 121–135). Champaign, IL : Human Kinetics.
  • Kelly, P. , Hickey, C. , & Tinning, R. (2000). Producing knowledge about physical education pedagogy: Problematizing the activities of expertise. Quest , 52, 284–296.
  • Kirk, D. (1986). A critical pedagogy for teacher education: Toward an inquiry-oriented approach. Journal of Teaching in Physical Education , 5(4), 230–246. doi:10.1123/jtpe.5.4.230
  • Kirk, D. (1992a). Defining physical education. The social construction of a school subject in postwar Britain . London, UK: Routledge.
  • Kirk, D. (1992b). Physical education, discourse, and ideology: Bringing the hidden curriculum into view. Quest , 44(1), 35–56. doi:10.1080/00336297.1992.10484040
  • Kirk, D. (2006). The ‘obesity crisis’ and school physical education. Sport, Education and Society , 11(2), 121–133. doi:10.1080/13573320600640660
  • Kirk, D. (2010). Physical education futures . London, UK: Routledge.
  • Kirk, D. (Ed.). (2012). Physical education (Major themes in education) . London, UK: Routledge.
  • Kirk, D. , & Macdonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies , 33(5), 551–567. doi:10.1080/00220270010016874
  • Kirk, D. , & Macdonald, D. (2012). Situated learning in physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 190–204). London, UK: Routledge.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran , M. L. Hamilton , V. K. LaBoskey , & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordecht, The Netherlands: Kluwer Academic Press.
  • Larsson, L. , Linnér, S. , & Schenker, K. (2016). The doxa of physical education teacher education – Set in stone? European Physical Education Review , ahead of print. doi:10.1177/1356336X16668545
  • Maivorsdotter, N. , & Lundvall, S. (2012). Aesthetic experience as an aspect of embodied learning: Stories from physical education student teachers. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 305–321). London, UK: Routledge.
  • Marshall, J. , & Hardman, K. (2000). The state and status of physical education in schools in international context. European Physical Education Review , 6(3), 203–229. doi:10.1177/1356336X000063001
  • Morgan, M. (2012). Philosophy and physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 245–266). London, UK: Routledge.
  • Nilsson, K. (2014). Hitta lätt - så blir det rätt! En praxisnära, didaktisk studie om att orientera sig med hjälp av en karta . Stockholm, Sweden: Gymnastik- och idrottshögskolan.
  • Noffke, S. E. (1997). Professional, personal, and political dimensions of action research. In M. Apple (Ed.), Review of research in education (Vol. 22, pp. 305–343). Washington, DC: American Educational Research Association.
  • Polányi, M. (1958/1998). Personal knowledge, towards a post critical epistemology . London: Routledge.
  • Rose, N. , & Miller, P. (2010). Political power beyond the state: Problematics of government. British Journal of Sociology , 61, 271–303.
  • Rossi, A. , & Tan, W.K. (2012). Action research in physical education: Cycles, not circles! In K. Armour & D. Macdonald (Eds.), Research methods in physical education and youth sport (pp. 250–262). London, UK: Routledge.
  • Rovegno, I. , Nevett, M. , Brock, S. , & Babiarz, M. (2012). Teaching and learning basic invasion-game tactics in 4th grade: A descriptive study from a situated and contains theoretical perspective. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 308–331). London, UK: Routledge.
  • Scraton, S. (1992). Shaping up to womanhood. Gender and girls’ physical education . Milton Keynes: Open University Press.
  • Siedentop, D. (2012). Content knowledge for physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 414–425). London, UK: Routledge.
  • Smith, A. , & Parr, M. (2012). Young people’s views on the nature and purposes of physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 354–378). London, UK: Routledge.
  • Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies , 29(2), 103–114. doi:10.1080/00071005.1981.9973589
  • Tan, W. K. , Macdonald, D. , & Rossi, T. (2009). Educational action research in Singapore: To prove or improve? Asia Pacific Journal of Education , 29(3), 357–371. doi:10.1080/02188790903100333
  • Teng, G. (2013). Uppdrag samspel. En studie om elevers samspelskunnande i bollspel i ämnet idrott och hälsa . Göteborg: Göteborgs universitet.
  • Thorpe, S. (2003). Crisis discourse in physical education and the laugh of Michel Foucault. Sport, Education and Society , 8(2), 131–151. doi:10.1080/13573320309253
  • Tinning, R. (1992). Reading action research - Notes on knowledge and human interests. Quest , 44(1), 1–14. doi:10.1080/00336297.1992.10484038
  • Tinning, R. (2010). Pedagogy and human movement: Theory, practice, research . London, UK: Routledge.
  • Tinning, R. (2012). The idea of physical education: A memetic perspective. Physical Education and Sport Pedagogy , 17(2), 115–126. doi:10.1080/17408989.2011.582488
  • Tinning, R. , & Fitzclarence, L. (2012). Postmodern youth culture and the crisis in Australian secondary school physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 379–398). London, UK: Routledge.
  • Tinning, R. , & Kirk, D. (1991). Daily physical education: Collected papers on health-based physical education in Australia . Geelong: Deakin University Press.
  • Tinning, R. I. (2014). The obesity crisis and the field of kinesiology: A discursive and memetic consideration. Quest , 66(1), 27–38. doi:10.1080/00336297.2013.821416
  • Tinning, R. I. (2017). Transformative pedagogies and physical education: Exploring the possibilities for personal change and social change. In C. Ennis (Ed.), Routledge handbook of physical education pedagogies (pp. 281–294). London, UK: Routledge.
  • Tousignant, M. , & Siedentop, D. (1983). A qualitative analysis of task structures in required secondary physical education classes. Journal of Teaching in Physical Education , 3, 45–57.
  • Vertinsky, P. A. (2012). Reclaiming space, revisioning the body. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 396–423). London, UK: Routledge.
  • Williams, E. A. (2012). Understanding constraints on innovation in physical education. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 443–450). London, UK: Routledge.
  • Wright, J. (2012). The construction of gendered contexts in single sex and co-educational physical education lessons. In D. Kirk (Ed.), Physical education (Major themes in education) (pp. 459–481). London, UK: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.