Using discursive strategies, playing policy games and shaping the future of physical education

doi:10.1080/13573322.2011.531962

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Using discursive strategies, playing policy games and shaping the future of physical education

Journal Article•DOI•

Using discursive strategies, playing policy games and shaping the future of physical education

Karen Swabey¹, Dawn Penney²•Institutions (2)

University of Tasmania¹, University of Waikato²

11 Jan 2011-Sport Education and Society (Routledge)-Vol. 16, Iss: 1, pp 67-87

TL;DR: In this article, a critical analysis of the representation of physical education in the 1992 Senate inquiry into physical and sport education in Australia is presented, focusing specifically on how and why a new professional discourse, fundamental motor skills (FMS), gained a privileged position in the inquiry, the inquiry report and in subsequent PE policy and practice across Australia.

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Abstract: This paper presents a critical analysis of the representation of physical education (PE) in the 1992 Senate inquiry into ‘Physical and Sport Education’ in Australia. Analysis focuses specifically upon how and why a new professional discourse, fundamental motor skills (FMS), gained a privileged position in the inquiry, the inquiry report and in subsequent PE policy and practice across Australia. This paper examines the complex policy processes and power-relations underpinning the progressive legitimisation of the FMS discourse, and identifies subtleties and variations in the expression of the discourse. Attention is drawn to the strategic appropriation of established professional discourses and utilisation of crisis discourses in establishing and gaining support for the FMS discourse. The analysis reaffirms policy arenas as sites of contestation but highlights that they are simultaneously sites of possibility for PE professionals who are prepared and able to use discursive resources in strategic ways. The ...

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Journal Article•DOI•

Primary teachers, policy, and physical education:

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Kirsten Petrie¹, lisahunter¹•Institutions (1)

University of Waikato¹

07 Nov 2011-European Physical Education Review

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.

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Abstract: This article focuses 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. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the dev...

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62 citations

Cites background from "Using discursive strategies, playin..."

...…education has provided enhanced understandings of the complex and non-linear nature of policy processes in education and specifically PE, (Ball, 1992; Swabey and Penney, 2011; Penney and Evans, 1999) and of the impact that constant change has on teachers (Timperley et al., 2007; Wylie, 2007)....
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Book•DOI•

Routledge handbook of primary physical education

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Gerald Griggs, Kirsten Petrie

27 Nov 2017

TL;DR: Routledge handbook of primary physical education, Routledge Handbook of Primary Physical Education (RHPE) as discussed by the authors, Routledge Handbook of PPE (RPE).

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Abstract: Routledge handbook of primary physical education , Routledge handbook of primary physical education , کتابخانه‌های دانشگاه کردستان

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59 citations

Journal Article•DOI•

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education.

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Catherine D. Ennis¹•Institutions (1)

University of North Carolina at Greensboro¹

01 Feb 2014-Kinesiology Review

TL;DR: The What Goes Around section of the paper discusses the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times.

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Abstract: As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose refo...

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39 citations

Journal Article•DOI•

The gendered framing of Australia’s child support reforms

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Kay Cook¹, Kristin Natalier•Institutions (1)

Deakin University¹

01 Apr 2013-International Journal of Law, Policy and The Family

TL;DR: This paper applied Bacchi's (1999) concept of framing to Gale's policy trajectory analysis to analyse the connections and disconnections between recommendations made in the child support section of the 2003 Inquiry into Child Custody, the subsequent 2005 Ministerial Taskforce onChild Support report responding to those recommendations, and the resultant 2006-2008 legislative child support amendments.

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Abstract: In Australia, as in other jurisdictions, child support has become a political hot topic, and one with the potential to deepen and challenge socio-legal understandings of masculinity, autonomy, and the legal construction of the ‘father figure’. However, to date sociological work on child support reform in Australia has focused on describing manifest outcomes, with far less emphasis on analysing the latent framing of child support as a policy issue. In this article we applied Bacchi’s (1999) concept of framing to Gale’s (1999) concept of policy trajectory analysis to analyse the connections and disconnections between recommendations made in the child support section of the 2003 Inquiry into Child Custody, the subsequent 2005 Ministerial Taskforce on Child Support report responding to those recommendations, and the resultant 2006–2008 legislative child support amendments. The framing of child support reflected more than a response to men’s rights activists’ claims that the previous child support scheme asked men to pay too much and was not fair. It reinforced the socio-legal construction of men as autonomous and financially and emotionally self-reliant subjects who control their lives and finances. Child support is represented as less a financial question and more a question of masculinity and identity in changing family structures and relations.

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24 citations

The three-legged race: A history of Physical Education, School Sport, and Health Education in New South Wales public schools from 1880 to 2012

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Michelle Gorzanelli

17 Jun 2019

21 citations

Cites background from "Using discursive strategies, playin..."

...As Swabey and Penney (2011) explained, it was inquiry processes into sport that established longterm policy directions defining the history and future of SS....
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References

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Book•

Class Strategies and the Education Market: The Middle Classes and Social Advantage

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Stephen J. Ball

24 Feb 2003

TL;DR: Class Strategies and the Education Market as mentioned in this paper examines the ways in which the middle classes maintain and improve their social advantages in and through education, identifying key moments of decision making in the construction of the educational trajectories of middle class children.

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Abstract: Class Strategies and the Education Market examines the ways in which the middle classes maintain and improve their social advantages in and through education.Drawing on an extensive series of interviews with parents and children, this book identifies key moments of decision making in the construction of the educational trajectories of middle class children. Stephen J. Ball organises his analysis around the key concepts of social closure, social capital, values and principles and risk, while bringing a broad range of up-to-date sociological theory to bear upon his subject. From this thorough analysis, valuable and thought-provoking insights emerge into the assiduous care and considerable effort and expenditure which goes into ensuring the educational success of the middle class childThe middle classes are a sociological enigma, presenting the social researcher with considerable analytic and theoretical difficulties. Class Strategies and the Education Market provides a set of working tools for class analysis and the examination of class practices. Above all, it offers new ways of thinking about class theory and the relationships between classes in late modern society.

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1,342 citations

Journal Article•DOI•

Big Policies/Small World: An introduction to international perspectives in education policy

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Stephen J. Ball¹•Institutions (1)

King's College London¹

01 Jun 1998-Comparative Education

TL;DR: In this article, a set of generic "problems" which constitute the contemporary social, political and economic conditions for education and social policy making are adumbrated and the emergence of ideological and'magical' solutions to these problems is identified and the means of the dissemination of these solutions are discussed.

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Abstract: In this paper the primary emphasis is upon the general and common elements in contemporary, international education policy, but nonetheless the discussion also considers the processes of translation and recontextualisation involved in the realisation or enactment of policy in specific national and local settings. A set of generic 'problems' which constitute the contemporary social, political and economic conditions for education and social policy making are adumbrated. The emergence of ideological and 'magical' solutions to these problems is identified and the means of the dissemination of these solutions are discussed. A relationship between the global market and the marketisation of education is suggested and explored.

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1,112 citations

Journal Article•DOI•

What is policy? texts, trajectories and toolboxes

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Stephen J. Ball¹•Institutions (1)

King's College London¹

01 Apr 1993-Discourse: Studies in The Cultural Politics of Education

TL;DR: In this article, what is policy? TEXTS, TRAJECTORIES, and TOOLBOXes, and what is policy are discussed. Discourse: Studies in the Cultural Politics of Education: Vol. 13, No. 2, pp. 10-17.

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Abstract: (1993). WHAT IS POLICY? TEXTS, TRAJECTORIES AND TOOLBOXES. Discourse: Studies in the Cultural Politics of Education: Vol. 13, No. 2, pp. 10-17.

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1,073 citations

"Using discursive strategies, playin..." refers background in this paper

...…literature that has advanced understandings of the politics and processes that underpin and inform education policy development (Bowe et al., 1992; Ball, 1993a,b, 2003; Taylor et al., 1997; Gale, 1999, 2003; Bottery & Wright, 2000; Fataar, 2006), and has located PE within education policy…...
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...It examines the significance of a particular aspect of the representation and the associated appropriation of particular discourses, for future policy and practice in PE and Health and Physical Education (HPE 1 ) in Australia. The analysis draws on a growing body of literature that has advanced understandings of the politics and processes that underpin and inform education policy development (Bowe et al. , 1992 ; Ball, 1993a , b , 2003 ; Taylor et al....
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Book•

Reforming Education and Changing Schools: Case Studies in Policy Sociology

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Richard Bowe, Stephen J. Ball, Anne Gold

14 Aug 1992

TL;DR: In this article, the effects of the Education Reform Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation is examined.

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Abstract: The Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions. This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation. It looks at how change is being achieved in the Local Management of Schools, the influence of the market on schools, the introduction of the National Curriculum and the place of Special Needs provision in the new education scene. This book will be of interest to all who want to know about educational reform in Britain. It will also be of interest to those in the fields of education policy, educational management and sociology of education.

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865 citations

"Using discursive strategies, playin..." refers background in this paper

...The ongoing policy process in any State or Territory presented scope for further slippage (Bowe et al., 1992; Penney & Evans, 1999) in the expression of the FMS discourse....
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...Power, position and privilege in policy arenas Following Ball (1990) and other education policy sociology writers (Bowe et al., 1992; Taylor et al., 1997; Gale, 1999, 2003) we engage with policy as far more than a fixed text and always a complex, contested process in which both individuals and…...
[...]
...…a growing body of literature that has advanced understandings of the politics and processes that underpin and inform education policy development (Bowe et al., 1992; Ball, 1993a,b, 2003; Taylor et al., 1997; Gale, 1999, 2003; Bottery & Wright, 2000; Fataar, 2006), and has located PE within…...
[...]
...Following Ball (1990) and other education policy sociology writers (Bowe et al., 1992; Taylor et al., 1997; Gale, 1999, 2003) we engage with policy as far more than...
[...]
...The analysis draws on a growing body of literature that has advanced understandings of the politics and processes that underpin and inform education policy development (Bowe et al., 1992; Ball, 1993a,b, 2003; Taylor et al., 1997; Gale, 1999, 2003; Bottery & Wright, 2000; Fataar, 2006), and has located PE within education policy sociology (Penney & Evans, 1999, 2005; Evans et al....
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Book•

Politics and Policy Making in Education: Explorations in Policy Sociology

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Stephen J. Ball

01 Jan 1991

TL;DR: In this article, the New Right and Education Policy: Discipline and Chaos: the New right and Discourses of Derision, Industrial Training or New Vocationalism? Structures and Discourse 5 Towards the Post-Fordist School? 6 Curriculum plc: the ERA, policy, partnerships and the school curriculum.

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Abstract: List of Figures. Preface. Introduction. 1 Policy Matters! 2 Discipline and Chaos: the New Right and Discourses of Derision 3 The New Right and Education Policy 4 Industrial Training or New Vocationalism? Structures and Discourses 5 Towards the Post-Fordist School? 6 Curriculum plc: the ERA, policy, partnerships and the school curriculum 7 Colouring in the boxes: the struggles over a National Curriculum 8 Endnote. Appendix 1 List of Acronyms and Abbreviations. Appendix 2 List of Interviewees and Comment on Interviews. References. Index.

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859 citations

"Using discursive strategies, playin..." refers background in this paper

...Following others (Ball, 1990; Penney & Evans, 1999, 2005) we highlight the analytical power that is presented by a conceptualisation of discourse that encompasses the spoken, unspoken, the possibilities for thought that are enabled and suppressed by texts, and the power-relations that are reflected in the form and content of texts....
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...Following others (Ball, 1990; Penney & Evans, 1999, 2005) we highlight the analytical power that is presented by a conceptualisation of discourse that encompasses the spoken, unspoken, the possibilities for thought that are enabled and suppressed by texts, and the power-relations that are reflected…...
[...]
...Power, position and privilege in policy arenas Following Ball (1990) and other education policy sociology writers (Bowe et al., 1992; Taylor et al., 1997; Gale, 1999, 2003) we engage with policy as far more than a fixed text and always a complex, contested process in which both individuals and structures are important and influential....
[...]
...Power, position and privilege in policy arenas Following Ball (1990) and other education policy sociology writers (Bowe et al., 1992; Taylor et al., 1997; Gale, 1999, 2003) we engage with policy as far more than a fixed text and always a complex, contested process in which both individuals and…...
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