Physical education—educating bodies after postmodernism
Bibliographic Data
| ID | 8856364 |
|---|---|
| Authors | H Larsson (0000-0002-0638-7176, Swedish School of Sport and Health Sciences, corresponding author) |
| Year | 2018 |
| Volume | 50 |
| Issue | 14 |
| Pages | 1424-1425 |
| Publication date | 2018-11-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2018.1461378 |
| OpenAlex | W2901767358 |
| Language | EN |
| References cited | 5 |
The article offers the author's perspective about what comes after postmodernism and how it affects educational philosophy and theory, focusing on physical education (PE) in schools. The author argues that the adoption of the idea of performative pedagogies as a way to elicit social change also indicates adoption of movement. Education insights about bodies and embodiment from the case of Indian sprinter Dutee Chand are noted
Epistemology · Higher education · Pedagogy · Philosophy of education · Physical education · Political science · Sociology · Adventure Sports and Sensation Seeking · Diversity and Impact of Dance · Law · Philosophy · Values and Moral Education
| Highly cited | No |
|---|