Amanda Mooney
Biographic Data
| ID | 3859819 |
|---|---|
| NAME | Amanda Mooney |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Mooney |
| SIGNATURE | MOONEY A |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-8870-5811 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The myth of instant readiness
The myth of ‘instant readiness’, the assumption that graduate-teachers arrive as classroom-ready and fully formed, pervades contemporary teacher education policy. This article interrogates that myth through a narrative inquiry into one graduate-teacher’s first year in a socio-economically disadvantaged primary school. Tracing four critical-incidents across the year, the analysis examines how policy discourses of ‘classroom-readiness’, operational…
Graduate teachers’ and the teacher performance assessment
Across contemporary teacher education contexts, professional standards and performance assessments have been implemented to shape what counts as evidence of ‘quality’ teaching. In Australia, a Teacher Performance Assessment has become the central mechanism through which preservice teachers assure and evidence ‘classroom readiness’. This article examines how evaluative judgement develops within practicum contexts structured by such accountability …
Turning points for children experiencing vulnerabilities
Problematising ‘Classroom Readiness’
Internationally, requirements for initial teacher education students to demonstrate classroom readiness through performative processes highlight tensions between ideals of effectiveness and onsite practicum conditions. Practicum is central to preservice teacher’s learning, managing the tensions of professional identity work, where uncertainty associated with school conditions shapes the problems of practice that arise, and the challenges preservi…
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Howzat! Navigating Gender Disruptions in Australian Young Women’s Cricket
“Howzat” is colloquially used by cricketers to ask the umpire “How is that?” when they believe a batter is out. We employ this question here to frame interrogations of young women’s experiences as they navigate elite pathway cricket in an era of significant change. The global sports entertainment industry is, it seems, undergoing a form of gender disruption. The remuneration for Australian women cricketers rose by over 500 per cent between 2012 a…
Challenging gendered inequalities in boys’ physical education through video-stimulated reflections
Despite research over the past three decades that has examined links between masculinity, sport and Physical Education (PE), exclusionary practices and cultures that privilege some boys and masculinities at the expense of marginalised others are still commonly reported. With an historical legacy as a masculinity-making device, attempts to disrupt hegemonic and heteronormative cultures and pedagogies in PE that perpetuate gendered inequalities hav…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
‘(Dis)empowered by what we see … ’
Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible ‘panacea’ for improved teaching and learning, there is widespread concern that such approaches have relatively little influence in ‘shaking or stirring’ the deep-s…
Power, regulation and physically active identities’
Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant g…
Critical pedagogy, physical education and urban schooling
Amanda MooneyFaculty of Arts and Education, Deakin University, Geelong, [email protected]© 2014, Amanda Mooney
Game Sense as a model for delivering quality teaching in physical education
As a well-developed indicator of high-quality teaching in any subject area we use the New South Wales (NSW) Quality Teaching Framework (QTF) in this article to identify what might constitute quality teaching in physical education and to suggest the extent to which Game Sense pedagogy can be seen to meet the expectations of the NSW QTF. We identify and discuss the pedagogical features of Game Sense that our examination suggests can provide quality…
Linking secondary school physical education with community sport and recreation for girls
ACTRN12614000446662. April 30th 2014
Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls
ACTRN12614000446662. April 30th 2014
Negotiating masculine hegemony
School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching pedagogies draw heavily on ‘masculine’ practices that serve to legitimate and/or reproduce hierarchical …
You're no-one if you're not a netball girl’
Despite the widely articulated health implications of physical inactivity, declines in youth participation levels, particularly for adolescent girls, have fuelled social and moral panics about the importance of regular physical activity. Recent attempts to explain these participation trends have focused on the institutional and cultural discourses that are drawn on to construct particular identities and social practices connected with sport, phys…
Where has class gone? The pervasiveness of class in girls' physical activity in a rural town
This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interfer…
Where has class gone? The pervasiveness of class in girls' physical activity in a rural town
This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interfer…
Power, regulation and physically active identities’
Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant g…
Challenging gendered inequalities in boys’ physical education through video-stimulated reflections
Despite research over the past three decades that has examined links between masculinity, sport and Physical Education (PE), exclusionary practices and cultures that privilege some boys and masculinities at the expense of marginalised others are still commonly reported. With an historical legacy as a masculinity-making device, attempts to disrupt hegemonic and heteronormative cultures and pedagogies in PE that perpetuate gendered inequalities hav…
You're no-one if you're not a netball girl’
Despite the widely articulated health implications of physical inactivity, declines in youth participation levels, particularly for adolescent girls, have fuelled social and moral panics about the importance of regular physical activity. Recent attempts to explain these participation trends have focused on the institutional and cultural discourses that are drawn on to construct particular identities and social practices connected with sport, phys…
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Where has class gone? The pervasiveness of class in girls' physical activity in a rural town
This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interfer…
Negotiating masculine hegemony
School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching pedagogies draw heavily on ‘masculine’ practices that serve to legitimate and/or reproduce hierarchical …
You're no-one if you're not a netball girl’
Despite the widely articulated health implications of physical inactivity, declines in youth participation levels, particularly for adolescent girls, have fuelled social and moral panics about the importance of regular physical activity. Recent attempts to explain these participation trends have focused on the institutional and cultural discourses that are drawn on to construct particular identities and social practices connected with sport, phys…
Critical pedagogy, physical education and urban schooling
Amanda MooneyFaculty of Arts and Education, Deakin University, Geelong, [email protected]© 2014, Amanda Mooney
Game Sense as a model for delivering quality teaching in physical education
As a well-developed indicator of high-quality teaching in any subject area we use the New South Wales (NSW) Quality Teaching Framework (QTF) in this article to identify what might constitute quality teaching in physical education and to suggest the extent to which Game Sense pedagogy can be seen to meet the expectations of the NSW QTF. We identify and discuss the pedagogical features of Game Sense that our examination suggests can provide quality…
Linking secondary school physical education with community sport and recreation for girls
ACTRN12614000446662. April 30th 2014
Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls
ACTRN12614000446662. April 30th 2014
Power, regulation and physically active identities’
Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant g…
‘(Dis)empowered by what we see … ’
Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible ‘panacea’ for improved teaching and learning, there is widespread concern that such approaches have relatively little influence in ‘shaking or stirring’ the deep-s…
Challenging gendered inequalities in boys’ physical education through video-stimulated reflections
Despite research over the past three decades that has examined links between masculinity, sport and Physical Education (PE), exclusionary practices and cultures that privilege some boys and masculinities at the expense of marginalised others are still commonly reported. With an historical legacy as a masculinity-making device, attempts to disrupt hegemonic and heteronormative cultures and pedagogies in PE that perpetuate gendered inequalities hav…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Howzat! Navigating Gender Disruptions in Australian Young Women’s Cricket
“Howzat” is colloquially used by cricketers to ask the umpire “How is that?” when they believe a batter is out. We employ this question here to frame interrogations of young women’s experiences as they navigate elite pathway cricket in an era of significant change. The global sports entertainment industry is, it seems, undergoing a form of gender disruption. The remuneration for Australian women cricketers rose by over 500 per cent between 2012 a…
Despite good intentions
This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneous…
Problematising ‘Classroom Readiness’
Internationally, requirements for initial teacher education students to demonstrate classroom readiness through performative processes highlight tensions between ideals of effectiveness and onsite practicum conditions. Practicum is central to preservice teacher’s learning, managing the tensions of professional identity work, where uncertainty associated with school conditions shapes the problems of practice that arise, and the challenges preservi…
The myth of instant readiness
The myth of ‘instant readiness’, the assumption that graduate-teachers arrive as classroom-ready and fully formed, pervades contemporary teacher education policy. This article interrogates that myth through a narrative inquiry into one graduate-teacher’s first year in a socio-economically disadvantaged primary school. Tracing four critical-incidents across the year, the analysis examines how policy discourses of ‘classroom-readiness’, operational…
Graduate teachers’ and the teacher performance assessment
Across contemporary teacher education contexts, professional standards and performance assessments have been implemented to shape what counts as evidence of ‘quality’ teaching. In Australia, a Teacher Performance Assessment has become the central mechanism through which preservice teachers assure and evidence ‘classroom readiness’. This article examines how evaluative judgement develops within practicum contexts structured by such accountability …
Turning points for children experiencing vulnerabilities
Pedagogy (10 works) · Physical Education and Pedagogy (10 works) · Psychology (10 works) · Sociology (10 works) · Physical education (9 works) · Political science (7 works) · Sport and Mega-Event Impacts (7 works) · Gender Studies (6 works) · Gender Studies (6 works) · Inclusion and Disability in Education and Sport (5 works)