Carl-Emil Marstrander Askildsen
Biographic Data
| ID | 4605816 |
|---|---|
| NAME | Carl-Emil Marstrander Askildsen |
| GIVEN NAMES | Carl-Emil Marstrander |
| FAMILY NAME | Askildsen |
| SIGNATURE | ASKILDSEN C M |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-5222-4861 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Discontinuity, risk, patience, and appeal
Background For quite some time now, physical education (PE) scholars have expressed concerns about objectifying tendencies within the school subject of PE, calling for a fresh design that foregrounds students’ subjectivity and meaning-making, thereby acknowledging students as unique individuals rather than mere objects of educational interventions.Purpose In this study, we investigate teaching and learning in PE informed by The Practising Model (…
Phenomenologically grounded action research
Hannah Arendt in the gym
This article applies ideas from Hannah Arendt to propose solutions to two contemporary crises in physical education. The first crisis concerns the identity of the subject and its unidimensional content. The second crisis stems from the subject’s detachment from the world, in tandem with curricula increasingly focusing on individual competencies while paying less attention to the shared world pupils are to be introduced to. We argue that Arendt’s …
Practising in physical education
This study investigates 10th-grade students’ experiences with physical\neducation (PE) units informed by a pedagogical model called the\npractising model (PM). We apply a theoretical framework that integrates\ncore concepts from phenomenology with empirical investigations\nof experience by focusing on structures of human existence, such\nas embodiment, intentionality, intersubjectivity, affectivity, and\ntemporality. Based on qualitative data fro…
Practising in physical education
Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's …
Practising in physical education
This study investigates 10th-grade students’ experiences with physical\neducation (PE) units informed by a pedagogical model called the\npractising model (PM). We apply a theoretical framework that integrates\ncore concepts from phenomenology with empirical investigations\nof experience by focusing on structures of human existence, such\nas embodiment, intentionality, intersubjectivity, affectivity, and\ntemporality. Based on qualitative data fro…
Practising in physical education
Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's …
Practising in physical education
This study investigates 10th-grade students’ experiences with physical\neducation (PE) units informed by a pedagogical model called the\npractising model (PM). We apply a theoretical framework that integrates\ncore concepts from phenomenology with empirical investigations\nof experience by focusing on structures of human existence, such\nas embodiment, intentionality, intersubjectivity, affectivity, and\ntemporality. Based on qualitative data fro…
Practising in physical education
Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's …
Discontinuity, risk, patience, and appeal
Background For quite some time now, physical education (PE) scholars have expressed concerns about objectifying tendencies within the school subject of PE, calling for a fresh design that foregrounds students’ subjectivity and meaning-making, thereby acknowledging students as unique individuals rather than mere objects of educational interventions.Purpose In this study, we investigate teaching and learning in PE informed by The Practising Model (…
Phenomenologically grounded action research
Hannah Arendt in the gym
This article applies ideas from Hannah Arendt to propose solutions to two contemporary crises in physical education. The first crisis concerns the identity of the subject and its unidimensional content. The second crisis stems from the subject’s detachment from the world, in tandem with curricula increasingly focusing on individual competencies while paying less attention to the shared world pupils are to be introduced to. We argue that Arendt’s …
Inclusion and Disability in Education and Sport (4 works) · Physical Education and Pedagogy (4 works) · Psychology (4 works) · Epistemology (3 works) · Motivation and Self-Concept in Sports (3 works) · Pedagogy (3 works) · Physical education (3 works) · Qualitative research (3 works) · Sociology (3 works) · Grounded theory (2 works)