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Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., . . . Westlie, K. (2020). School HPE: its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 1-14
Open this publication in new window or tab >>School HPE: its mandate, responsibility and role in educating for social cohesion
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2020 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance interpersonal relations, and social cohesion. This paper explores the definition of social cohesion, as well as theories that support its inclusion in school practices before drawing on observational and interview data from of an international project that reveal how HPE teachers across three different countries teach for social cohesion. In our analysis of the data, we employ Allport’s ‘Contact Theory’ (1954) and Pettigrew’s (1998) extension of this theory to conceptualise and interpret the teaching for social cohesion in HPE practice. Within the overarching theme of teaching for social cohesion we present and discuss five sub-themes as examples of the teachers’ pedagogies: (1) a focus on inclusiveness; (2) the inclusion of culturally inclusive practices; (3) building teacher/student and student/student relationships; (4) planning and structuring activities for students to work together in heterogeneous teams while focusing on cooperation; and (5) focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. We conclude by stating that HPE should be recognised for its role in creating opportunities for constructive social interaction between students of difference, which can contribute to greater inclusion, social cohesion and ultimately social justice in society.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
Keywords
Social cohesion, inclusion, social justice, relationships, physical education
National Category
Pedagogy Sport and Fitness Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-93012 (URN)10.1080/13573322.2020.1742103 (DOI)
Funder
EU, Horizon 2020, 734928
Available from: 2020-03-20 Created: 2020-03-20 Last updated: 2020-03-20
Moen, K. M., Westlie, K., Gerdin, G., Smith, W., Linnér, S., Philpot, R., . . . Larsson, L. (2019). Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education. Sport, Education and Society
Open this publication in new window or tab >>Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education
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2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes - The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Caring, relationships, social justice, pedagogies, physical education
National Category
Sport and Fitness Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-90076 (URN)10.1080/13573322.2019.1683535 (DOI)000493228500001 ()
Available from: 2019-11-19 Created: 2019-11-19 Last updated: 2020-03-11
Schenker, K., Linnér, S., Smith, W., Gerdin, G., Mordal Moen, K., Philpot, R., . . . Westlie, K. (2019). Conceptualising social justice – what constitutes pedagogies for social justice in HPE across different contexts?. Curriculum Studies in Health and Physical Education, 10(2), 126-140
Open this publication in new window or tab >>Conceptualising social justice – what constitutes pedagogies for social justice in HPE across different contexts?
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2019 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 10, no 2, p. 126-140Article in journal (Refereed) Published
Abstract [en]

The paper explores the concept of social justice in Health andPhysical Education (HPE) as constituted and addressed acrossthree different countries – Sweden, Norway and New Zealand –and how HPE teaching practices for social justice may beunderstood from regulative, normative and cultural/cognitiveperspectives. Although much has been written about social justicein the field of HPE over the last three decades, there is littleresearch that has examined how teachers operationalise teachingfor social justice. Drawing on the experiences and insights gainedfrom an international collaboration project, that sought to addressthis knowledge gap, this paper examines what constitutespedagogies for social justice in HPE across different contexts. Theaim of this paper is to discuss: (i) our conceptualisation of socialjustice; and (ii) how this can be understood in relation to HPEpractice across different contexts. We conclude that what isregarded as important content for the teaching of social justicevaries from one context to another although there are also similarapproaches. Additionally, there is much to learn by seeing ‘it’, thatis, the nature of social justice and how this is played out in schoolHPE – from the ‘others’ perspectives’.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Social justice, pedagogy, education, health, physical education
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sociology, Sociology Education; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-82402 (URN)10.1080/25742981.2019.1609369 (DOI)2-s2.0-85066868225 (Scopus ID)
Projects
EDUHEALTH
Funder
EU, Horizon 2020, 734928
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-12-18Bibliographically approved
Gerdin, G., Philpot, R. A., Larsson, L., Schenker, K., Linnér, S., Mordal Moen, K., . . . Legge, M. (2019). Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand. European Physical Education Review, 25(1), 273-290
Open this publication in new window or tab >>Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
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2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, no 1, p. 273-290Article in journal (Refereed) Published
Abstract [en]

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Health, equality, social justice, physical education, socially-critical perspective
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-77144 (URN)10.1177/1356336X18783916 (DOI)000454077600018 ()2-s2.0-85049624484 (Scopus ID)
Funder
EU, Horizon 2020, 734928
Available from: 2018-08-16 Created: 2018-08-16 Last updated: 2020-01-15Bibliographically approved
Bjärsholm, D., Gerrevall, P., Linnér, S., Norbeg, J. R., Peterson, T. & Schenker, K. (2018). A methodological tool for researching Sport and Social Entrepreneurship. In: Tomas Peterson, Katarina Schenker (Ed.), Sport and Social Entrepreneurship in Sweden: (pp. 113-122). Cham: Palgrave Macmillan
Open this publication in new window or tab >>A methodological tool for researching Sport and Social Entrepreneurship
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2018 (English)In: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson, Katarina Schenker, Cham: Palgrave Macmillan, 2018, p. 113-122Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2018
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-73361 (URN)10.1007/978-3-319-72496-6_8 (DOI)2-s2.0-85046608332 (Scopus ID)3-319-72495-9 (ISBN)978-3-319-72496-6 (ISBN)
Funder
The Kamprad Family Foundation
Available from: 2018-04-23 Created: 2018-04-23 Last updated: 2019-08-29Bibliographically approved
Bjärsholm, D., Gerrevall, P., Linnér, S., Peterson, T. & Schenker, K. (2018). Ethical considerations in researching sport and social entrepreneurship. European Journal for Sport and Society, 15(3), 216-233
Open this publication in new window or tab >>Ethical considerations in researching sport and social entrepreneurship
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2018 (English)In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 15, no 3, p. 216-233Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to discuss ethical dilemmas that occur in doing research on social entrepreneurial sport ventures. Three cases that highlight ethical dilemmas in research on social entrepreneurship and sport are presented and ethically reflected upon. The data comprise interviews with representatives, field notes from observations and analyses of documents concerning the ventures. Three things make research in this area extra problematic: first, ‘social good’ in social entrepreneurship and sport implies a normative perspective. It is permeated by ideology and ethics. Second, what is considered as ‘social good’ may differ between sectors of society as the entrepreneur crosses boundaries. What is valid as a resource and capital in one sector might not be so in another one, and what is legal within one sector may be illegal in another. Third, social entrepreneurs may have their own intentions with regard to participating in research, which may challenge our credibility as researchers. Therefore, we need, as professionals, to take a step back and be both critical of our work and make this criticism visible, which is to some extent what we are doing by writing this article.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Research ethics, ethical dilemma, sport research, qualitative research, entrepreneurship
National Category
Sport and Fitness Sciences Business Administration
Research subject
Economy, Business administration; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-81513 (URN)10.1080/16138171.2018.1475097 (DOI)000469845900002 ()2-s2.0-85061393507 (Scopus ID)
Funder
The Kamprad Family Foundation
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2020-03-24Bibliographically approved
Bjärsholm, D., Gerrevall, P., Linnér, S., Peterson, T. & Schenker, K. (2018). Ethics in Researching Sport and Social Entrepreneurship. In: Tomas Peterson, Katarina Schenker (Ed.), Sport and Social Entrepreneurship in Sweden: (pp. 99-111). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Ethics in Researching Sport and Social Entrepreneurship
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2018 (English)In: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson, Katarina Schenker, Cham: Palgrave Macmillan, 2018, p. 99-111Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2018
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-73363 (URN)10.1007/978-3-319-72496-6_7 (DOI)2-s2.0-85046607170 (Scopus ID)3-319-72495-9 (ISBN)978-3-319-72496-6 (ISBN)
Funder
The Kamprad Family Foundation
Available from: 2018-04-23 Created: 2018-04-23 Last updated: 2020-02-06Bibliographically approved
Fahlström, P. G., Glemne, M., Hedberg, M. & Linnér, S. (2018). Idrottsledaren som pedagog. In: Krantz, Joakim & Sundberg, Daniel (Ed.), Att leda lärande: En vänbok till Per Gerrevall (pp. 91-110). Kalmar, Växjö: Linnaeus University Press
Open this publication in new window or tab >>Idrottsledaren som pedagog
2018 (Swedish)In: Att leda lärande: En vänbok till Per Gerrevall / [ed] Krantz, Joakim & Sundberg, Daniel, Kalmar, Växjö: Linnaeus University Press, 2018, p. 91-110Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar, Växjö: Linnaeus University Press, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79466 (URN)978-91-88761-70-5 (ISBN)
Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2019-01-15Bibliographically approved
Fahlström, P. G., Glemne, M., Hedberg, M. & Linnér, S. (2018). Ledarskapets grundprinciper. In: SISU Idrottsböcker (Ed.), Idrottens ledarskap: (pp. 41-59). Stockholm: SISU Idrottsböcker
Open this publication in new window or tab >>Ledarskapets grundprinciper
2018 (Swedish)In: Idrottens ledarskap / [ed] SISU Idrottsböcker, Stockholm: SISU Idrottsböcker , 2018, p. 41-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: SISU Idrottsböcker, 2018
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-81770 (URN)9789177270201 (ISBN)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-12Bibliographically approved
Fahlström, P. G., Glemne, M., Hedberg, M. & Linnér, S. (2018). Lärande och det pedagogiksa ledarskapet. In: SISU Idrottsböcker (Ed.), Idrottens ledarskap: (pp. 83-101). Stockholm: SISU Idrottsböcker
Open this publication in new window or tab >>Lärande och det pedagogiksa ledarskapet
2018 (Swedish)In: Idrottens ledarskap / [ed] SISU Idrottsböcker, Stockholm: SISU Idrottsböcker , 2018, p. 83-101Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: SISU Idrottsböcker, 2018
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-81877 (URN)9789177270201 (ISBN)
Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-04-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3970-9792

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