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81.
Framed within a shift from a highly centralized system of higher education (HE) to a de-regulated system in Norway, this article addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews with Deans and Heads of programs at three significant national providers in the field of HE sport and physical education, this article illuminates how marketization permeates the communication of education values and, thus, the institutional pedagogical discourse. This article problematizes the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values. 相似文献
82.
Håkan Larsson 《Sport, Education and Society》2013,18(3):334-348
This article sets out to show how physiological knowledge about sex/gender relates to power issues within sport. The sport physiology research at the Swedish School of Sport and Health Sciences (Swedish acronym: GIH) during the twentieth century is analysed in relation to the political rationality concerning gender at GIH and within the Swedish Sports Confederation during the same period. The analysis is constituted by Michel Foucault's notion of power–knowledge relations and regimes oftruth. The construction of sex/gender in the physiological research changes over time. Comparative studies on the function of ‘sexual difference’ during strenuous work, which, in hindsight, might be seen to restrict women's sport participation, was gradually displaced by a lack of interest in sexual difference, and later by a growing fascination with sexual difference from a ‘gender perspective’ in terms of women being ‘different but equal’ to men. This displacement goes hand in hand with a displacement of the political rationality concerning gender at GIH and within the Swedish Sports Confederation, where a pre-World War II strategy of excluding women's competitive sport participation, restricting women's physical exercise to gymnastics, was after 1945 followed by a strategy of including women. This was at first in the name of ‘women's right to do sport’—where the physiological research advocated this endeavour—and later in the name of ‘women's right to do sport on their own terms’. However, the research was still being conducted based on the male physiology as the norm. 相似文献
83.
Håkan Larsson 《Sport, Education and Society》2013,18(5):637-651
Over the last one of two decades, researchers within the physical education (PE) and sport pedagogy research frequently use the concept ‘the material body’. An initial purpose of this article is to explore what a concept of a ‘material body’ might mean. What other bodies are there? Who would dispute the materiality of bodies? I suggest that the use of a concept as ‘the material body’ suggests a hesitation before the radicalism of the linguistic turn in the sense that the concept ‘discourse’ does not include a material dimension. In this way ‘the material body’ relates to an interpretation of ‘the socially (or discursively) constructed body’ as void of matter. A further purpose with the article is to re-inscribe matter in the concept of ‘discourse’. This is done by way of discussing what theorists like Michel Foucault and, in particular, Judith Butler, has to say about the materiality of the body. In their writings, discourse should not be limited to spoken and/or written language. Rather, discourse is understood in terms of actions and events that create meanings—that matters. One conclusion of the article is that it is important to problematise the mundane view of discourse as ‘verbal interchange’ because it reinforces the promise of an objective knowledge that will eventually shed light on the ‘real’ body and the mysteries of sexual difference, what its origins are, what causes it. Another conclusion is that the PE and sport pedagogy research should pay less attention to the body as an object (what it ‘is’), and pay more attention to how the body matters, and e.g. how movements make bodies matter. 相似文献
84.
Kiili Carita Bråten Ivar Strømsø Helge I. Hagerman Michelle Schira Räikkönen Eija Jyrkiäinen Anne 《Education and Information Technologies》2022,27(6):7421-7450
Education and Information Technologies - Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online... 相似文献
85.
Lars Laird Iversen 《British Journal of Religious Education》2014,36(1):53-71
The article presents a method for analysing recurring curriculum documents using discourse theory inspired by Ernesto Laclau and Chantal Mouffe. The article includes a presentation of the method in seven practical steps, and is illustrated and discussed throughout using the author’s recent case study on religion, identity and values in Norwegian curriculum. The author discusses the theoretical underpinnings of the approach, outlines its strengths and points to areas of further development. 相似文献
86.
87.
Stang Lund Elisabeth Bråten Ivar Brandmo Christian Brante Eva W. Strømsø Helge I. 《Reading and writing》2019,32(2):335-356
Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate... 相似文献
88.
The research interest underpinning this paper concerns the type of mathematical knowledge engineering students may acquire during their specialised education in terms of the conceptual and procedural dimensions of doing and using mathematics. This study draws on interviews with 25 qualified engineers from South Africa and Sweden regarding their views on the role of mathematics in engineering education, with special focus on the conceptual and procedural aspects of mathematical knowledge. A thematic analysis of the interview data led to the identification of two main themes. According to the conceptual view a predominantly conceptual approach is needed and valued more than procedural skills, while the balanced view emphasises a balance of conceptual understanding and procedural fluency as well as links between them. It is suggested that the mathematical education of engineers would need to be more conceptually oriented to prepare for the demands at the workplace. 相似文献
89.
This study examined the strategiesspontaneously used by university students asthey tried to understand multiple expositorytexts as part of their normal reading andstudying. Law students read self-selected textsat different points in time during onesemester. Think-aloud protocols generatedduring reading were analyzed to identify typesof strategic text processing. It was foundthat students' strategic processing changedover time, with some of the changes associatedwith changes in students' perception of thenature of the reading task. Different changesin strategic processing were observed forstudents at different levels of performance. 相似文献
90.