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Inclusivity and senior physical education. Insights from Queensland and Western Australia

Citation

Penney, D and Hay, PR, Inclusivity and senior physical education. Insights from Queensland and Western Australia, Sport, Education and Society, 13, (4) pp. 431-452. ISSN 1470-1243 (2008) [Refereed Article]

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The definitive published version is available online at: http://www.tandf.co.uk/journals

DOI: doi:10.1080/13573320802445074

Abstract

In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design, school and teacher decisions can all have wide reaching significance for students' educational and vocational futures. Course developments in the two states are identified as pursuing inclusivity in different ways and as featuring significant flexibility in their requirements. Enactment of the embedded commitment to inclusivity and accompanying flexibility is shown to present considerable 'scope for slippage' from the intentions embedded in the official course texts. It is argued that curriculum developers, teachers and researchers should continue to seek to disrupt processes of generation, maintenance and transmission of inequalities within and beyond PE.

Item Details

Item Type:Refereed Article
Keywords:Senior secondary schooling; Curriculum; Assessment; Learning; Ability
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Physical Education and Development Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Syllabus and Curriculum Development
UTAS Author:Penney, D (Professor Dawn Penney)
ID Code:53234
Year Published:2008
Web of Science® Times Cited:16
Deposited By:Education
Deposited On:2008-11-14
Last Modified:2010-05-04
Downloads:0

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