Schooling the gendered body in health and physical education: Interrogating teachers' perspectives

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dc.contributor.author Beckett, L. M en_US
dc.contributor.author Martino, W. en_US
dc.date.accessioned 2009-12-21T02:36:09Z
dc.date.available 2009-12-21T02:36:09Z
dc.date.issued 2007 en_US
dc.identifier 2004000149 en_US
dc.identifier.citation Martino, W. and Beckett, L. 2007 'Schooling the gendered body in health and physical education: Interrogating teachers' perspectives', Sport Education And Society, vol. 9, no. 2, pp. 94-103. en_US
dc.identifier.issn 1357-3322 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/5022
dc.description.abstract This paper investigates how two male teachers construct health and physical education (HPE) as a particular site for schooling the gendered body. Using knowledge of productive pedagogies and a theoretical framework that draws on the work of Foucauldian analytic categories, we foreground how issues qf identity, the body and gendered knowledge/power relations get mobilised through how these two male teachers talk about the HPE curriculum and their pedagogical practices. It is concluded that teacher threshold knowledges about gender impact significantly on the execution or pedagogical practices and the implementation of curriculum in the HPE classroom. en_US
dc.publisher eContent Management Pty Ltd en_US
dc.relation.isbasedon en_US
dc.title Schooling the gendered body in health and physical education: Interrogating teachers' perspectives en_US
dc.parent Sport Education And Society en_US
dc.journal.volume 9 en_US
dc.journal.number 2 en_US
dc.publocation Maleny, QLD, Australia en_US
dc.identifier.startpage 94 en_US
dc.identifier.endpage 103 en_US
dc.cauo.name Health Services Management en_US


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