Göran Gerdin | Linnaeus University (original) (raw)

Papers by Göran Gerdin

Research paper thumbnail of Socialt rättvis och inkluderande undervisning i idrott och hälsa

Forskning om undervisning och lärande, Jun 12, 2023

Research paper thumbnail of Aesthetics of Existence Post-elite Sport Performances

Routledge eBooks, May 16, 2023

Research paper thumbnail of Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education

In this thesis I argue that in order to change the social influence of dominant discourses of gen... more In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the ...

Research paper thumbnail of Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens

Using visual ethnography, this book explores the many forms of pleasures that boys derive in and ... more Using visual ethnography, this book explores the many forms of pleasures that boys derive in and through the spaces and their bodies in physical education. Employing the works of Michel Foucault an ...

Research paper thumbnail of The Gendered Spaces and Places of Physical Education

Research paper thumbnail of (Dis)pleasurable boys' bodies materialising in PE

Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students ... more Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of ...

Research paper thumbnail of Implications for HPE practice

Social Justice Pedagogies in Health and Physical Education, 2021

Research paper thumbnail of Masculinities, Sexualities, and Physical Education

Springer eBooks, Dec 31, 2022

Research paper thumbnail of Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

European Physical Education Review, May 7, 2020

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used ... more In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call 'social justice pedagogies'. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice

Research paper thumbnail of ‘It's not like you are less of a man just because you don't play rugby'—boys' problematisation of gender during secondary school physical education lessons in New Zealand

Sport Education and Society, Nov 19, 2015

ABSTRACT Despite clear messages from current physical education (PE) curricula about the importan... more ABSTRACT Despite clear messages from current physical education (PE) curricula about the importance of adopting socially critical perspectives, dominant discourses of gender relating to physical activity, bodies and health are being reproduced within this school subject. By drawing on interview data from a larger ethnographic account of boys’ PE, this paper aims to contribute to our understanding of boys’ experiences of gendered discourses in PE, particularly by acknowledging boys not only as docile or disciplined bodies but also as active subjects in negotiating power relations. In the analysis of the data, particular emphasis is placed on whether the boys recognise the influence of gendered discourses and power relations in PE, how they act upon this knowledge and how they understand themselves as gendered subjects through these particular discourses/power relations. Using Foucault's (1985. The use of pleasure: The history of sexuality, vol. 2. London: Penguin Books) framework related to the ‘modes of subjectivation’, this paper explores boys’ problematisation of dominant discourses of gender and power relations in PE. In summary, these boys perform gendered selves within the context of PE, via negotiation of gendered discourses and power relations that contribute to an alternative discourse of PE which creates spaces and opportunities for the production of more ethical and diverse masculinities.

Research paper thumbnail of Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

Sport Education and Society, Oct 30, 2019

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-... more The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes-The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

Research paper thumbnail of The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education

Physical education and sport pedagogy, Feb 22, 2017

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot ... more Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R.

Research paper thumbnail of Exploring pedagogies for social justice

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of The role of HPE in educating for social cohesion

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of What have we learnt about pedagogies for social justice in HPE and where to from here

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of Socially critical PE: The influence of critical research on the social justice agenda in PETE and PE practice

Socially-critical PE : The influence of critical research on the social justice agenda in PETE an... more Socially-critical PE : The influence of critical research on the social justice agenda in PETE and PE practice

Research paper thumbnail of It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers’ interpretations of critical pedagogy

Sport Education and Society, Apr 18, 2016

ABSTRACT The role that school health and physical education (HPE) plays in the making of physical... more ABSTRACT The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues.

Research paper thumbnail of ‘The good, the bad and the ugly’: primary school children’s visual representations and interpretations of PE teacher embodiments

Sport Education and Society, Feb 14, 2023

Research paper thumbnail of Social justice in health and physical education

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of EDUHEALTH - Educating for equitable health outcomes in physical education. : Sweden, Norway and New Zealand in a Horizon 2020 project. (Symposium)

School HPE makes a unique contribution to the physical, cognitive, emotional and social developme... more School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Sco ...

Research paper thumbnail of Socialt rättvis och inkluderande undervisning i idrott och hälsa

Forskning om undervisning och lärande, Jun 12, 2023

Research paper thumbnail of Aesthetics of Existence Post-elite Sport Performances

Routledge eBooks, May 16, 2023

Research paper thumbnail of Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education

In this thesis I argue that in order to change the social influence of dominant discourses of gen... more In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the ...

Research paper thumbnail of Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens

Using visual ethnography, this book explores the many forms of pleasures that boys derive in and ... more Using visual ethnography, this book explores the many forms of pleasures that boys derive in and through the spaces and their bodies in physical education. Employing the works of Michel Foucault an ...

Research paper thumbnail of The Gendered Spaces and Places of Physical Education

Research paper thumbnail of (Dis)pleasurable boys' bodies materialising in PE

Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students ... more Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of ...

Research paper thumbnail of Implications for HPE practice

Social Justice Pedagogies in Health and Physical Education, 2021

Research paper thumbnail of Masculinities, Sexualities, and Physical Education

Springer eBooks, Dec 31, 2022

Research paper thumbnail of Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

European Physical Education Review, May 7, 2020

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used ... more In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call 'social justice pedagogies'. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice

Research paper thumbnail of ‘It's not like you are less of a man just because you don't play rugby'—boys' problematisation of gender during secondary school physical education lessons in New Zealand

Sport Education and Society, Nov 19, 2015

ABSTRACT Despite clear messages from current physical education (PE) curricula about the importan... more ABSTRACT Despite clear messages from current physical education (PE) curricula about the importance of adopting socially critical perspectives, dominant discourses of gender relating to physical activity, bodies and health are being reproduced within this school subject. By drawing on interview data from a larger ethnographic account of boys’ PE, this paper aims to contribute to our understanding of boys’ experiences of gendered discourses in PE, particularly by acknowledging boys not only as docile or disciplined bodies but also as active subjects in negotiating power relations. In the analysis of the data, particular emphasis is placed on whether the boys recognise the influence of gendered discourses and power relations in PE, how they act upon this knowledge and how they understand themselves as gendered subjects through these particular discourses/power relations. Using Foucault's (1985. The use of pleasure: The history of sexuality, vol. 2. London: Penguin Books) framework related to the ‘modes of subjectivation’, this paper explores boys’ problematisation of dominant discourses of gender and power relations in PE. In summary, these boys perform gendered selves within the context of PE, via negotiation of gendered discourses and power relations that contribute to an alternative discourse of PE which creates spaces and opportunities for the production of more ethical and diverse masculinities.

Research paper thumbnail of Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education

Sport Education and Society, Oct 30, 2019

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-... more The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes-The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

Research paper thumbnail of The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education

Physical education and sport pedagogy, Feb 22, 2017

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot ... more Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R.

Research paper thumbnail of Exploring pedagogies for social justice

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of The role of HPE in educating for social cohesion

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of What have we learnt about pedagogies for social justice in HPE and where to from here

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of Socially critical PE: The influence of critical research on the social justice agenda in PETE and PE practice

Socially-critical PE : The influence of critical research on the social justice agenda in PETE an... more Socially-critical PE : The influence of critical research on the social justice agenda in PETE and PE practice

Research paper thumbnail of It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers’ interpretations of critical pedagogy

Sport Education and Society, Apr 18, 2016

ABSTRACT The role that school health and physical education (HPE) plays in the making of physical... more ABSTRACT The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues.

Research paper thumbnail of ‘The good, the bad and the ugly’: primary school children’s visual representations and interpretations of PE teacher embodiments

Sport Education and Society, Feb 14, 2023

Research paper thumbnail of Social justice in health and physical education

Routledge eBooks, Jul 19, 2021

Research paper thumbnail of EDUHEALTH - Educating for equitable health outcomes in physical education. : Sweden, Norway and New Zealand in a Horizon 2020 project. (Symposium)

School HPE makes a unique contribution to the physical, cognitive, emotional and social developme... more School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Sco ...