lisahunter

TL;DR: In this article, the authors investigate the complex legitimation processes that shape student poss(abilities and that are situated in the space of the PE class and discuss the symbolic violence that works against each student by positioning them as 'less able' or 'unable' despite their ability.

TL;DR: In this article, the authors focus on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts.

TL;DR: In this paper, the authors argue that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work and highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities.

TL;DR: The authors explored the possibilities for narrative research to be extended using a framework of intersections between three research moments (field texts, interim research texts and research texts) and four epistemes (senses, sensual experience, sensory geographies and sensational learning/turning points).

TL;DR: The authors map out narrative and life history research carried out in Physical Education Teacher Education (PETE) and highlight the need for PETE scholars to acknowledge the broad range of philosophical assumptions about knowledge and how we come to know, and to develop a climate of mutual respect for these various positions if we are to avoid stagnation, hegemony or blind spots in our research agendas.