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  • 1.
    Bjärsholm, Daniel
    et al.
    Malmö university, Sweden.
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Norbeg, Johan R.
    Malmö University, Sweden.
    Peterson, Tomas
    Malmö University, Sweden;Norwegian University of Science and Technology, Norway.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    A methodological tool for researching Sport and Social Entrepreneurship2018Ingår i: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson, Katarina Schenker, Cham: Palgrave Macmillan, 2018, s. 113-122Kapitel i bok, del av antologi (Refereegranskat)
  • 2.
    Bjärsholm, Daniel
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Peterson, Tomas
    Malmö university, Sweden.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Ethical considerations in researching sport and social entrepreneurship2018Ingår i: European Journal for Sport and Society, ISSN 1613-8171, Vol. 15, nr 3, s. 216-233Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Bjärsholm, Daniel
    et al.
    Malmö University, Sweden.
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Peterson, Tomas
    Malmö University, Sweden;Norwegian University of Science and Technology, Norway.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Ethics in Researching Sport and Social Entrepreneurship2018Ingår i: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson, Katarina Schenker, Cham: Palgrave Macmillan, 2018, s. 99-111Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Bjärsholm, Daniel
    et al.
    Malmö University.
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Peterson, Tomas
    Malmö University.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Idrott och socialt entreprenörskap – en utmaning för idrottsrörelsen2016Ingår i: Idrottsforskaren, nr 2, s. 49-54Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Socialt entreprenörskap kan ses som en kritik mot att samhällsstödet inte är tillräckligt. Kritiken kan vara riktad mot såväl det offentliga som det privata. De sociala entreprenörerna skapar en verksamhet som de erbjuder en viss målgrupp, som uppfattas vara i behov av just denna verksamhet. Och liksom målgruppen kan vara i behov av denna verksamhet så kan samhället också uppfattas behöva verksamheten. Ibland är det till och med så att staten ringar in problemen och ger idrottsrörelsen i uppdrag att lösa dem, vilket då kräver att den utmanar och utvecklar sin egen verksamhet.

  • 5.
    Bjärsholm, Daniel
    et al.
    Malmö university.
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Peterson, Tomas
    Malmö University;Norwegian University of Science and Technology, Norway.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    The Cases2018Ingår i: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson & Katarina Schenker, Cham: Palgrave Macmillan, 2018, s. 61-73Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Fahlström, Per Göran
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Gerrevall, Per
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Att utveckla barns och ungdomars delaktighet och inflytande inom idrotten2015Ingår i: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU Idrottsböcker , 2015, s. 25-44Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Gerdin, Göran
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Philpot, Rod Allan
    University of Auckland, New Zealand.
    Larsson, Lena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Mordal Moen, Kjersti
    Inland Norway University of Applied Sciences, Norway.
    Westlie, Knut
    Inland Norway University of Applied Sciences, Norway.
    Smith, Wayne
    University of Auckland, New Zealand.
    Legge, Maureen
    University of Auckland, New Zealand.
    Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand2019Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, nr 1, s. 273-290Artikel i tidskrift (Refereegranskat)
    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.

  • 8.
    Gerdin, Göran
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Smith, Wayne
    University of Auckland, New Zealand.
    Mordal Moen, Kjersti
    Inland Norway University of Applied Sciences, Norway.
    Westlie, Knut
    Inland Norway University of Applied Sciences, Norway.
    Larsson, Lena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Chambers, Fiona
    University College Cork, Ireland.
    Philpot, Rod
    University of Auckland, New Zealand.
    Legge, Maureen
    University of Auckland, New Zealand.
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Researching social justice and health (in)equality across different school health and physical education contexts2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Although school Health and Physical Education (HPE) has the potential to contribute to lifelong health and well-being, the way HPE isconceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and socialclass. The genesis of this symposium comes from the ongoing international collaboration project - Education for Equitable HealthOutcomes - The Promise of School Health and Physical Education (EDUHEALTH) consisting of Physical Education Teacher Education(PETE) teachers and researchers from Sweden, Norway and New Zealand. The aim of the EDUHEALTH project is to contribute to theunderstanding of how teachers of HPE teach for social justice by examining the teaching practices of teachers. A focus on equity,democracy and social justice in HPE can be seen as particularly pertinent in times when these ideals are currently under threat fromneoliberal globalisation (Azzarito, Macdonald, Dagkas & Fisette, 2017). The research question guiding this project are: (i) How do HPE teachers’ practices address democracy and social justice? (ii) How may HPE practice contribute to greater inclusion and equitable health outcomes for all students? The session will begin with an introduction to the symposium followed by the first part of paper one which will provide a brief overview ofthe background and implementation of the EDUHEALTH project to date.The second paper will then explicate our conceptualisation of the term social justice as concerned with equity, taking account of many variables including gender, sexuality, socioeconomic, and ethnicity, and within the context of HPE, physicality. The discussion on this paper will draw on Bell’s (1997) concept of social justice as both a process and a goal along with Wright’s (2004) claim that a pedagogy focused on social justice embraces emancipatory practices or processes that have the goal of helping students identify, challenge and transform existing unequal power relations relating to physical activity and health. In this paper we will also discuss the different theoretical perspectives that we are considering in relation to understanding and subsequently analysing social justice in HPE as informed by the works of, for instance, Habermas, Bourdieu, Foucault and Uljens. The third paper will then discuss our methodology and methods for generating data involving HPE class observations and teacher interview in the three different countries and employing a critical incident technique (Tripp, 2012) along with stimulated-recall interviews toexplore HPE teaching practices that enact socially-critical perspective of physical activity and health. At the conclusion of the third paper we will return to the first paper and draw on some initial findings of this project to date in terms of the potential, and difficulties, of researching social justice and health (in)equality across different school health and physical education contexts. The potential comes from having outsiders critically examining the societal, educational, and HPE context and offering new insights. The difficulties are in reaching a shared understanding of what it means to be socially critical and applying this understanding in each of the three different contexts. At the end we tentatively suggest that in our ongoing work with this project and by drawing on Freire (2000) and Tinning (2010) that there is no ‘holy grail’ in terms of a social justice teaching method for HPE practice since teaching strategies are enabled and constrained by the contexts in which they are practiced. Finally, a discussant will reflect on the work presented and the nature of the project before opening the floor to the audience for the final 20 minutes of the symposium.

  • 9.
    Hedenborg, Susanna
    et al.
    Malmö högskola.
    Jonasson, Kalle
    Malmö högskola.
    Peterson, Tomas
    Malmö högskola.
    Schenker, Katarina
    Malmö högskola.
    Tolvhed, Helena
    Stockholms universitet.
    Fler stannar men färre börjar?2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, nr 1, s. 51-54Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    Idrottslyftet har allt mer blivit en del av förbundens ordinarie verksamhet.Satsningen har öppnat dörrarna för fler, men få har klivit övertröskeln. En stor del av medlen har hamnat i stora idrotter och hos desocioekonomiskt välmående i tätbefolkade kommuner.

  • 10. Hedenborg, Susanna
    et al.
    Jonasson, Kalle
    Malmö university.
    Peterson, Tomas
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Tolvhed, Helena
    Idrottslyftets externa utvärdering: Svenska Klätterförbundet, Svenska Orienteringsförbundet, Svenska Ridsportförbundet, Svenska Simförbundet och Svenska Taekwondoförbundet.2012Rapport (Övrigt vetenskapligt)
  • 11.
    Larsson, Lena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    The doxa of physical education teacher education – set in stone?2018Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 24, nr 1, s. 114-130Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.

  • 12.
    Larsson, Lena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Gerdin, Göran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Challenging PETE. Steering mechanisms and teaching logics preserving old traditions2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Contemporary physical education in Sweden is characterized by a strong tradition of sport and ball games which school curriculumreforms in the last few decades seem to have had no significant impact on. Despite new curricula in Sweden, HPE teachers’ practicesremain unchanged. HPE teachers still have problems catering to the needs of all their pupils (Annerstedt & Larsson, 2010; Ekberg, 2016;Redelius et al. 2009). Success in PE in the form of high grades is related to active participation in sport clubs (Jakobsson et al., 2012).One of the government’s instruments for regulating teaching in PE in schools in Sweden is teacher education. The latest reforms ofSwedish teacher education including physical education teacher education (PETE) place higher scientific/academic demands on teachereducation programmes. One of the goals is to develop PETE students’ ability to adopt socially critical approaches and the studentsshould, for instance, be provided opportunities to identify, analyse and question the different beliefs, norms and values that pervade PEand that may act to exclude some pupils (SOU, 2008). However, research indicates that despite these reforms, Swedish PETE does notchallenge students’ conceptions about how the subject should be taught to any great extent (Schenker, 2016). The PETE students’ stillwant to pursue their passion for sport through teaching practices designed to lead to their pupils (even the uninterested ones) developingthe same sport interests (Larsson, 2009). Larsson et al. (2016) found that although socially critical perspectives exists in PETE today,reforming the PETE curriculum per se does not necessarily challenge the doxa of PETE. As a matter of fact, the use of socially criticalperspectives in PETE may (in the name of the doxa) not challenge how power and social superiority or inferiority appear in the subject.Doxa might not be set in stone, but there seems to be a need to thoroughly reconstruct PETE if future PE teachers are going to developsocially critical approaches that truly challenge the prevailing assumptions about what competencies a PE teacher should have. In thispaper the key members from Sweden involved in the EDUHEALTH project will share some of their research findings to date. We willdiscuss mechanisms that may contribute to the difficulty of challenging taken for granted beliefs within Swedish PETE and how and whyteachers’ presumptions and teaching logics, like the one of competitive sport, continue to exclude some children and youth.

  • 13.
    Larsson, Lena
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Transition within PETE - is challenging the doxa possible?2015Ingår i: ECER 2015, Education and Transtition. Network:18. Research in Sports Pedagogy, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Time after time Physical Education Teacher Education (PETE) and Health and Physical Education (HPE) are identified as learning areas where the ‘power of tradition’ remain strong. The history of and transition within PETE and HPE has neither been struggle- nor problem-free. Neither the reformation of PETE nor the shift in the HPE curriculum appears to be able to challenge the teacher student’ understandings [1]. Instead, certain beliefs, norms and values continue to be reproduced in PETE regardless of the criticisms offered. By everyone accepting ‘the rules of the game’ [2], they cannot reflect on, challenge, argue in favour of, or fight over the logic of the dominant practice or what types of knowledge that are seen as important and therefore have its legitimate place in the PETE programme. Within PETE there exists taken for granted assumptions that reflect its history, content, structure, the type of student who enrolls and the outcome for the students at the end of the programme [3].

    Although one of the goals of most contemporary PETE programmes is to develop the students’ ability to adopt critical approaches and perspectives, several scholars argue that a completely new university programme is needed if future HPE teachers are going to develop socially-critical approaches [4].

    Aim & Research Questions

    Based on the discussion above it is of research significance to examine the beliefs about what kind of competencies future HPE teachers need to develop throughout their degree. The purpose of this study was to explore what kind of beliefs about HPE teachers’ competencies that are expressed, assessed, reinforced or challenged throughout the degree. The focus of analysis is particularly on what beliefs about the structure and content of PETE are in tension with each other.

    Research questions:

    • What teacher competencies are seen as important to develop throughout the degree by the teacher students?
    • What competencies are being assessed in PETE assessments?
    • What beliefs about HPE teachers’ competencies are reinforced or challenged in and through these assessments?

    Theoretical frame

    To understand what the possibilities/constraints are for a challenging and critically reflective learning to occur within HPETE we draw on the theories and concepts of Pierre Bourdieu [4]. Bourdieu uses the concept of social fields to explain how, within a specific social context, there is a logic and rules about the practice [5]. These rules are the result of the historical struggles within the field and have shaped prevailing beliefs, or the ‘doxa’, that everyone in the field are aware of. Doxa represents the collective beliefs, norms and attitudes about the ideal or ‘right’ practice and if these are not questioned and challenged continues both to guide and limit what is possible and not possible.

    Our point of departure is that PETE can be seen as an encounter between individuals from different backgrounds and with various experiences and the objective structures of an education programme. An education programme’s objective structures contain notions, values, norms and practices that constitute what is deemed relevant and valuable knowledge [6] Participants are individuals, but at the same time they find themselves in a context involving a number of socially constructed rules and notions about what is possible and right, as well as the opposite, i.e. what is inconceivable. Although PETE is not a social field, strictly speaking, in accordance with Bourdieu's definition, the taken for granted assumptions about what constitute a ‘competent’ teacher of HPE still represent a form of doxa. What is considered to be the ‘right’ practice, and valued forms of knowledge is also reflected in what is being assessed.

    Methodology, Methods, Research Instruments or Sources UsedIn order to address our research questions we have drawn on three different sources of empirical data. The first source of data consists of open-ended, qualitative questionnaires completed by recently enrolled teacher students at two different PETE programmes. At one university the questionnaires were conducted during a lecture, with a total of 35 students completing them on that occasion and another 3 students at a later date. At the other university the students were given the questionnaires by one of the teacher educators and all of them were subsequently submitted electronically. The total number of questionnaires analyzed were 62. The second source of data involves course booklets from one university, where the focus particularly was on the different forms of assessment. The booklets from all the courses within the PETE programme except the individual research projects, in total 90 credits were included. The course booklets contain detailed information and descriptions of all forms of assessment within the degree. In total the courses contains 82 assessments. The third source of data comprises different types of assessment tasks and a selection of the students’ responses.   By conducting a qualitative text analysis the empirical data were examined in relation to the research questions and subsequently interpreted with the Bourdieuan theoretical framework described above as the starting point [6]. The number of assessments throughout the PETE programme was in a first step divided into type of assessment, subject area and verbs used to describe the assessments to identify the patterns of meaning and the scheme of classification. In the analysis of the assessment tasks and the students’ responses recurring patterns and themes were first identified before these patterns/themes were deconstructed and explored in more detail. Throughout this data analysis process we continually used our theoretical framework to sort through and categorize the data. The focus in the analysis of the data was on picking up both implicit and explicit expressions which reflected collective conceptions and taken for granted assumptions in relation to the PETE programme and HPE. Conclusions, Expected Outcomes or FindingsOur study demonstrates how those who enter PETE seem to be strongly influenced by their previous experience and knowledge of sport and physical activity. Underlying doxa and taken for granted ideas about sport and scientific assumptions seem impregnable The teacher students’ statements highlight collective beliefs, norms and attitudes about the ideal or ’right’  practice, what Bourdieu describes as “the rules of the game”. The image portrayed of the ‘competent’ teacher in HPE is of someone possessing all the knowledge, being the role model and the perfect example and also having the power to select what knowledge that should be taught. In addition, they see teaching/pedagogical skills as crucial. The analysis of the assessments highlights an existing, prevailing doxa that both teacher students and teacher educators seem to agree upon. The results draw attention to how it is the different subject areas’ traditions, underlying principles of classification, which determine the type and number of assessments. The preliminary findings on the one hand indicate, much similar to previous studies, that there are a number of assessments that reinforce traditional notions of the ‘right’ practice in HPE. But on the other hand, there are also other forms of assessment, in particular in the social sciences, which have the potential to challenge the students’ understandings and to develop the students’ ability to adopt critical approaches. However, it is uncertain to what extent the students’ understandings are actually challenged particularly given their view of the teaching role, view of what competencies a HPE teachers need and beliefs about the content and structure of HPE. ReferencesBourdieu, Pierre (1990). The Logic of Practice. Cambridge: Polity Press Bourdieu, Pierre (1992). Texter om de intellektuella, Stockholm: Brutus Östlings bokförlag Brown, David (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu’s embodied sociology. Sport, Education and Society 10. Denzin, Norman K. & Lincoln, Yvonna S. (1998). Collecting and interpreting qualitative materials. London: Sage Publ.. Dowling, Fiona (2008). Getting in touch with our feelings: the emotional geographies of gender relations in Physical Education Teacher, Education.  Sport, Education & Society 3. Dowling, Fiona & Kårhus, Svein (2011). An analysis of the ideological work of the discourse of ‘fair play’ and moral education in perpetuating inequitable gender practices in PETE. Physical Education & Sport Pedagogy 2. Kirk, David, MacDonald, Doune & O’Sullivan, Mary (eds.) (2006). The Handbook of Physical Education. London: Sage Publications. Kirk, David (2010). Physical Education Futures. Milton Park, Abingdon, Oxon: Routledge. Larsson, Lena (2009). Idrott- och helst lite mer idrott. Idrottslärarsudenters möte med  utbildningen.  Diss. Stockholm university. [Sport – and preferably a little more sport. P. E.  students' encounter with the education.] MacDonald, Doune, Hunter, Lisa, Carlson, Teresa & Penney, Dawn (2002). Teacher Knowledge and the Disjunction between School Curricula and Teacher Education. Asia- Pasific Journal of Teacher Education 30. Matanin, Marcia & Collier, Connie (2003). Longitudinal Analysis of Preservice Teachers’ Beliefs About Teaching Physical Education. Journal of Teaching in Physical Education 22. Moen, Kjersti, M. (2011). “Shaking or stirring?” A case-study of physical education teacher education in Norway. Diss. Oslo: Norges idrettshøgskole. Rossi, Tony, Sirna, Karen & Tinning, Richard (2008). Becoming a health and physical education (HPE) teacher: Student teacher ‘Performances’ in the physical education subject department office. Teacher and Teaching Education 24. Tinning, Richard (2004). Rethinking the preparation of HPE teachers: ruminations on knowledge,  identity, and ways of thinking, Asia-Pacific Journal of Teacher Education, vol. 32, nr. 3. Tinning, Richard (2012). A socially critical HPE (aka physical education) and the challenge for teacher education. In: Barry Down and John Smyth (eds.) Critical voices in teacher education: teaching for social justice in conservative times. Dordrecht, Netherlands: Springer.

  • 14.
    Linnér, Susanne
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Larsson, Lena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Challenging the doxa of PETE - mission impossible?2014Ingår i: International Conference of the Australian Association for Research in Education (AARE) and New Zealand Association for Research in Education (NZARE), AARE/NZARE, Brisbane 2014, 2014Konferensbidrag (Refereegranskat)
  • 15.
    Linnér, Susanne
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Yrkesetik i idrott och hälsa2018Ingår i: Läraren och yrkesetiken / [ed] Sara Irisdotter Alvenmyr, Lund: Studentlitteratur AB, 2018, s. 125-144Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Linnér, Susanne
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Larsson, Lena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Gerdin, Göran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Några nedslag på AARE-NZARE 20142015Ingår i: Idrottsforskaren, nr 1, s. 12-16Artikel i tidskrift (Övrigt vetenskapligt)
  • 17.
    Peterson, Tomas
    et al.
    Malmö University, Sweden;Norwegian University of Science and Technology, Norway.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    A definition of Sport and Social Entrepreneurship2018Ingår i: Sport and Social Entrepreneurship in Sweden, Cham: Palgrave Macmillan, 2018, s. 41-60Kapitel i bok, del av antologi (Refereegranskat)
  • 18.
    Peterson, Tomas
    et al.
    Malmö University;Norwegian University of Science and Technology, Norway.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Introduction2018Ingår i: Sport and Social Entrepreneurship in Sweden / [ed] Tomas Peterson & Katarina Schenker, Palgrave Macmillan, 2018, s. 1-7Kapitel i bok, del av antologi (Refereegranskat)
  • 19.
    Peterson, Tomas
    et al.
    Malmö university.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    KIOSK – Idrott och socialt entreprenörskap2015Bok (Övrigt vetenskapligt)
  • 20.
    Peterson, Tomas
    et al.
    Malmö University.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Social entrepreneurship in a sport policy context2018Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 21, nr 3, s. 452-467Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article investigates social entrepreneurship in relation to government state policies in Sweden and to the Swedish sports movement. Social entrepreneurship within sport comprises three elements that need to be qualified: the social element, entrepreneurship and sport. We wish to offer both a specific and a wider definition of social entrepreneurship in sport; specific in the sense that we try to define the concept theoretically, and wider in that we place the concept in a societal context where we relate it to different sectors in society. The method can be described as ethnographically inspired case studies. Four cases are presented. Previous research and the cases have helped us to formulate theses concerning sport' and profit' as means for social entrepreneurship, social' being normatively defined in the public sector, and entrepreneurial activities being understood as acts, crossing boundaries between the different sectors of society, leading to conflicts.

  • 21.
    Peterson, Tomas
    et al.
    Malmö University;Norwegian University of Science and Technology, Norway.
    Schenker, KatarinaLinnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Sport and Social Entrepreneurship in Sweden2018Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This edited collection explores the concept of social entrepreneurship in sport, examining how it has been used in Swedish society to date. It explores how this approach in sport could also be used to address wider socio-political issues, including economic, political, cultural and pedagogical in European society.

    Sport and Social Entrepreneurship in Sweden explores different social entrepreneurship projects which have created new forms of activity and reached groups of children and young people previously disengaged in sport. The authors also highlight the growing momentum of this kind of entrepreneurship in Sweden after a period of societal upheaval that has resulted in a blurring of social borders and the founding of new organisational forms.

    This book contributes to the formation of a new field of research, involving theoretical and empirical work on the characteristics and possibilities of social entrepreneurship in relation to sport.

  • 22.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences.
    Standal, Øyvind
    Oslo and Akershus University College of Applied Sciences, Norway.
    Larsson, Lena
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Gerdin, Göran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Linnér, Susanne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Mordal Moen, Kjersti
    Inland Norway University of Applied Sciences, Norway.
    Westlie, Knut
    Inland Norway University of applied Sciences, Norway.
    Smith, Wayne
    University of Auckland, New Zealand.
    Philpot, Rod
    University of Auckland, New Zealand.
    Legge, Maureen
    University of Auckland, New Zealand.
    EDUHEALTH - Educating for equitable health outcomes in physical education.: Sweden, Norway and New Zealand in a Horizon 2020 project. (Symposium)2017Ingår i: Presented at ECER 2017, 2017Konferensbidrag (Refereegranskat)
  • 23.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Apropå könsuppdelad undervisning2016Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 24.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Barnrättsperspektivet en balansgång mellan att lyssna till barnet och sätta gränser2012Konferensbidrag (Övrigt vetenskapligt)
  • 25.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Debattinlägg: Vart tog barnen vägen?2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, nr 2, s. 52-53Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 26.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Delrapport (preliminär), resultat och analys, CIF-projekt 20132013Rapport (Övrigt vetenskapligt)
  • 27.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Den didaktiska reflektionen och examensarbetet2015Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 28.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    ”Det är hatet som är obehagligt”2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 29.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    ”Education is the genetics of society”2015Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 30.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    En feministisk didaktisk reflektion2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 31.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    En Gothia cup-betraktelse2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 32.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    En idrottsförälders dilemman2013Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 33.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    En lovsång till idrottsforum.org2016Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 34.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    En nollvision – ett etiskt förhållningssätt och en strategi för att ”säkra” barnidrotten2012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 35.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    En PT som läxhjälp i Idrott och hälsa?2012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 36.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    En tårtdidaktisk reflektion2016Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 37.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Ett leende liv – ett hälsosamt liv?2016Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 38.
    Schenker, Katarina
    Malmö högskola.
    Flervetenskaplig idrottsdidaktik – nya utmaningar2010Konferensbidrag (Övrigt vetenskapligt)
  • 39.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Fysisk aktivitet är bra för…?2017Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 40.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Gymnaster i gisslandrama?2012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 41.
    Schenker, Katarina
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Gymnastikförbundets problem är också idrottsrörelsens problem2012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 42.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Health(y) Education in Health and Physical Education, Sport, Education and Society2018Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, nr 3, s. 229-243Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies) than to others [cf. Webb, L. A., Quennerstedt, M., & Öhman, M. (2008). Healthy bodies: Construction of the body and health in physical education. Sport, Education and Society13(4), 353–372.; Webb, L., & Quennerstedt, M. (2010). Risky bodies: Health surveillance and teachers’ embodiment of health. QSE. International Journal of Qualitative Studies in Education23(7), 785–802; Williamson, B. (2015). Algorithmic skin: Health-tracking technologies, personal analytics and the biopedagogies of digitized health and physical education. Sport, Education and Society20(1), 133–151], and thereby being unhealthy for unfavoured pupils. The purpose of this study is therefore to investigate how HPE teacher education students in Sweden interpret health in HPE and discuss possible implications for future education in the school subject. The study involves 81 Bachelor/Master theses, connected to the HPE school subject and examined at six different Swedish universities. All the student theses were examined in 2012. Of the identified theses, 30 can be related more or less directly to health in physical education. These are the ones further scrutinized here. The contents of the selected essays may be categorized on the basis of tests as tools to measure health/ill health/performance, the knowledge required to teach health and also health as part of pedagogy. In sum, the theses display a reproductive approach to the subject, which involves the risk that the subject will subsequently function as disciplining, standardizing and excluding for some pupils, especially for those who do not engage in sports in their leisure time. In order to develop HPE’s potential into becoming healthier and more equal, researchers, teacher education and teachers do not primarily need to perceive health from the activity and individual perspectives, but rather from a power relations and equity perspective aiming towards equality.

  • 43.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Health(y) education in HPE teacher student’s bachelor/master thesis.2015Konferensbidrag (Refereegranskat)
  • 44.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Hälsosam hälsa i idrott och hälsa?2013Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 45.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    I skuggan av Sotji: fostran till landslaget2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 46.
    Schenker, Katarina
    Malmö högskola.
    Idrott och hälsa - ett ämne med potential2011Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 20, nr 4, s. 19-23Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Vi behöver tala om saker som är tabu redan i skolan för att undvika bland annat framtida övergrepp och hetsbeteenden inom idrotten. Humanistiska och samhällsvetenskapliga perspektiv behövs både i skolan och i lärarutbildningen. Ämnet idrott och hälsa riskerar annars att bli alltför ensidigt.

  • 47.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Idrott och hälsas aktiviteter2015Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 48.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Idrott och hälsas didaktik2013Ingår i: I takt med tiden?: Perspektiv på idrottslärarutbildning i Skandinavien / [ed] Erik Backman ochLena Larsson, Lund: Studentlitteratur AB, 2013, 1, s. 197-211Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 49.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    "Idrotten är utformad efter en pojk-lik kropp utan bröst och mens"2015Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Katarina Schenker skriver att en ökning av antalet idrottstimmar är bra, men bara om vi ser till varje elevs egna behov. I dag bygger förutsättningarna i större utsträckning på pojkars fysiska förutsättningar.

  • 50.
    Schenker, Katarina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för idrottsvetenskap (ID).
    Idrottsdidaktik i självständiga arbeten2013Konferensbidrag (Övrigt vetenskapligt)
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