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Quennerstedt, MikaelORCID iD iconorcid.org/0000-0001-8748-8843
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Publications (10 of 162) Show all publications
Ward, G. & Quennerstedt, M. (2019). Curiosity killed by SATs: an investigation of mathematics lessons within an English primary school. Education 3-13, 47(3), 261-276
Open this publication in new window or tab >>Curiosity killed by SATs: an investigation of mathematics lessons within an English primary school
2019 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 261-276Article in journal (Refereed) Published
Abstract [en]

By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Primary school, governance, Foucault, testing, inspection
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-69986 (URN)10.1080/03004279.2018.1429479 (DOI)000470059200001 ()2-s2.0-85040978158 (Scopus ID)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2019-06-20Bibliographically approved
Quennerstedt, M. (2019). Healthying physical education: on the possibility of learning health. Physical Education and Sport Pedagogy, 24(1), 1-15
Open this publication in new window or tab >>Healthying physical education: on the possibility of learning health
2019 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 24, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [en]

Background: As part of the annual activities at the British Educational Research Association (BERA) conference, the Physical Education and Sport Pedagogy Special Interest Group (SIG) organises a so-called Invisible College, where a Scholar Lecture is delivered by a researcher who has made a significant contribution to the field. This paper is the 2018 Scholar Lecture.

Purpose: The purpose of the paper is to discuss two concepts and the relations between them – health and learning.

Key concepts: In the paper, the metaphor of the swimmer in the river, as introduced by Antonovsky, is used in order to go beyond individualistic, dualistic and instrumental notions of health and education. I argue for a move away from a notion of teaching young people how to be healthy through the deployment of ready-made educational packages, towards acknowledging health education as a societal responsibility, where it is recognised that sociocultural and economic contexts afford diverse opportunities to be healthy and to learn to live healthy lives, however these are construed.

Discussion and conclusion: Rather than confining health and health education to the prevention of premature death and disease, I discuss health, in relation to learning, as always being in the process of becoming. The health resources for living a good life can then be found in the ‘river’, with the ‘swimmer’, and in the relation between the ‘river’ and the ‘swimmer’. In this way, health can manifest itself in many different ways. I ask why we even attempt to talk about health in the singular when talking about different diseases. Is health rather a plural? Is it even a noun? Or is it something we do – a verb? If the latter, health education can be conceived of as a practice – ‘healthying’ – rather than a fixed, static outcome set up by research and public health policies as something to achieve in education.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Physical education, health, learning, health education, salutogenesis, scholar lecture
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70055 (URN)10.1080/17408989.2018.1539705 (DOI)000455999100001 ()2-s2.0-85055570290 (Scopus ID)
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2019-02-05Bibliographically approved
Quennerstedt, M. (2019). Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611-623
Open this publication in new window or tab >>Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 6, p. 611-623Article in journal (Refereed) Published
Abstract [en]

The paper is the Jose Maria Cagigal Scholar Lecture presented at the AIESEP World Congress in Edinburgh 2018. In the paper I argue that the only real sustainable aim for physical education is more physical education, where different ways of being in the world as some-body are both possible and encouraged. To reach this aim, a focus on the art of teaching is vital as a way of critically scrutinising and designing transformative and genuinely pluralistic physical education practices. In order to do this I discuss education as being educative, a certain view of the child as well as teaching as a continuous act of making judgements about the why(s), what(s) and how(s) of education, normative judgements about desirable change. The take home messages involves: (i) reclaiming a certain view of the child in education, (ii) reclaiming the open-endedness of physical education, and (iii) reclaiming the art of teaching in physical education, which is about being educative and making judgements about what to bring to the educational situation. We then must start with the purpose of education - the why - before deciding on the what and how.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
education, didaktik, teaching, learning, children
National Category
Educational Sciences Sport and Fitness Sciences
Identifiers
urn:nbn:se:oru:diva-74721 (URN)10.1080/13573322.2019.1574731 (DOI)000469133300006 ()2-s2.0-85066409283 (Scopus ID)
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-07-22Bibliographically approved
Sund, L., Quennerstedt, M. & Öhman, M. (2019). The embodied social studies classroom: Repositioning the body in the social sciences in school. Cogent Education, 6(1), 1-21
Open this publication in new window or tab >>The embodied social studies classroom: Repositioning the body in the social sciences in school
2019 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 6, no 1, p. 1-21Article in journal (Refereed) Published
Abstract [en]

Social studies have often been explored as dis-embodied which results in a limited view of what happens in the classroom. Based in Dewey’s transactional view of embodied relationality, Todd’s discussion on the liminality of pedagogical relationships and recent theoretical contributions into embodied learning and body pedagogics, the purpose is to explore students’ embodied engagement as an important but often overlooked aspect of social studies in school. The focus is on pedagogical encounters in terms of how students’ actions acquire a certain function in the classroom. Three embodied engagements— (i) disengaged encounters, (ii) screened encounters, and (iii) educative encounters—are identified and discussed in terms of the liminality of pedagogical encounters.

Place, publisher, year, edition, pages
Cogent OA, 2019
Keywords
embodied engagements, classroom practice, John Dewey, transaction, pedagogical encounters, liminality
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-72008 (URN)10.1080/2331186X.2019.1569350 (DOI)000457403300001 ()
Available from: 2019-02-01 Created: 2019-02-01 Last updated: 2019-02-13Bibliographically approved
Goodyear, V. A., Kerner, C. & Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance.. Sport, Education and Society, 24(3), 212-225
Open this publication in new window or tab >>Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance.
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 3, p. 212-225Article in journal (Refereed) Published
Abstract [en]

An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fitbit – and the associated health app. Informed by the work of Foucault, the purpose is to investigate the surveillance, self-surveillance and resistance that occur by young people. One hundred 13–14 years olds (53 females, 47 males), from five physical education classes in two UK schools participated. Data were generated through 8 focus group interviews, and the nominal interview group technique was applied. Data were analyzed using key concepts from Foucault’s theoretical framework. The results demonstrated that, the daily 10,000 step and calorie burning targets set by the Fitbit device encouraged the young people to do more physical activity. Increases in physical activity occurred because of the self-surveillant practices promoted by the Fitbit through; (i) the monitoring and recording of steps and calories burned, and (ii) peer comparison (or monitoring). Surveillance and self-surveillance practices, however, were clearly connected to health equating to fitness and being ‘fit’ or not being ‘fat’. These narrow interpretations of health, equally, underpinned resistance. Daily step and calorie burning targets, (i) did not sustain young people’s engagement with the device beyond a few weeks, (ii) promoted negative feelings, and (iii) the device was resisted because it did not record physical activity accurately as part of young people’s daily lives. In turn, the young people resisted the educational value of the Fitbit and demonstrated a sceptical stance toward introducing health devices in school and physical education settings.

Place, publisher, year, edition, pages
Oxon, United Kingdom: Routledge, 2019
Keywords
Fitbit, physical activity, biopedagogies, gaze, power relations
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-61957 (URN)10.1080/13573322.2017.1375907 (DOI)000457147700001 ()2-s2.0-85029908858 (Scopus ID)
Note

Funding Agency:

Richard Benjamin Trust  RBT 1507

Available from: 2017-10-26 Created: 2017-10-26 Last updated: 2019-02-13Bibliographically approved
Brolin, M., Quennerstedt, M., Maivorsdotter, N. & Casey, A. (2018). A salutogenic strengths-based approach in practice: an illustration from a school in Sweden. Curriculum Studies in Health and Physical Education, 9(3), 237-252
Open this publication in new window or tab >>A salutogenic strengths-based approach in practice: an illustration from a school in Sweden
2018 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 9, no 3, p. 237-252Article in journal (Refereed) Published
Abstract [en]

Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Salutogenesis, health, education, physical education, practice
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-69987 (URN)10.1080/25742981.2018.1493935 (DOI)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2019-02-11Bibliographically approved
Maivorsdotter, N. & Quennerstedt, M. (2018). Exploring gender habits: A practical epistemology analysis of exergaming in school. European Physical Education Review, 1-17
Open this publication in new window or tab >>Exploring gender habits: A practical epistemology analysis of exergaming in school
2018 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim of the paper is to explore gender habits in a digitised PE practice. A transactional approach, drawing on the work of the pragmatist feminist Shannon Sullivan, is used in the study. The data consists of video- and audio-recordings of ongoing video gaming organised by the PE teacher. A practical epistemology analysis is employed to explore the teenagers’ gender habits in depth. In the analysis, it is clear that the use of exergames in school reinforces traditional gender habits, rather than weakening them. This is particularly evident when the teenagers play in single sex groups. This is also the case when playing in mixed gender groups, although here some changes in gender habits can be identified. However, gender habits are not easily transformed and the findings support the argument that deliberate teaching is important when issues of gender are raised in practice.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Gender habits, digital technologies, exergames, youth, practical epistemology analysis
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70156 (URN)10.1177/1356336X18810023 (DOI)
Funder
Swedish Research Council
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-14Bibliographically approved
McCuaig, L. & Quennerstedt, M. (2018). Health by stealth: exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research. Sport, Education and Society, 23(2), 111-122
Open this publication in new window or tab >>Health by stealth: exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research
2018 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, no 2, p. 111-122Article in journal (Refereed) Published
Abstract [en]

Sport, health and physical education (SHPE) researchers have increasingly embraced the salutogenic model of health devised by Aaron Antonvosky, to re-understand and problematise the relation between movement, physical activity or physical education on one hand, and health on the other. However, contemporary research employing Antonovsky's theories has almost exclusively focused on the sense of coherence scale. In so doing, we suggest salutogenic researchers have missed opportunities to explore the sociological aspects of Antonovsky's work. In responding to this challenge, we demonstrate the generative possibilities posed by social theory for those seeking to inform and design salutogenically oriented SHPE programmes for children and young people. As such, we first review Antonovsky's theory of salutogenesis to highlight the sociocultural aspects of his model. We then draw on these sociocultural underpinnings to propose additional, alternative approaches to salutogenic research in SHPE, according to the theoretical and methodological tools devised by Michel Foucault [1990. The use of pleasure: The history of sexuality (Vol. 2, R. Hurley, Trans.). New York: Vintage Books]. In conclusion, we propose a schedule of research questions to inspire qualitative endeavours that move beyond privileged biomedical perspectives, to investigate health in terms of how individuals live a good life. In short, we contend that such investigations are best achieved when researchers approach ‘health by stealth’.

Place, publisher, year, edition, pages
Oxon, United Kingdom: Routledge, 2018
Keywords
Salutogenesis, health and physical education, research methodology, Foucault, ethics, healthy citizenship
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-53839 (URN)10.1080/13573322.2016.1151779 (DOI)000435472400001 ()2-s2.0-84961216368 (Scopus ID)
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2018-07-24Bibliographically approved
Ericson, H., Quennerstedt, M., Skoog, T. & Johansson, M. (2018). Health resources, ageing and physical activity: a study of physically active women aged 69–75 years. Qualitative Research in Sport, Exercise and Health, 10(2), 206-222
Open this publication in new window or tab >>Health resources, ageing and physical activity: a study of physically active women aged 69–75 years
2018 (English)In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 10, no 2, p. 206-222Article in journal (Refereed) Published
Abstract [en]

Most studies on issues relating to ageing, physical activity and health are based on an understanding of what causes illness, rather than what promotes health. The health benefits of physical activity relate to questions about how to avoid physical inactivity and overcoming barriers to participating in physical activity, rather than why older people continue to be physically active. The aim of this study was to explore health resources in relation to physical activity, especially resistance training, that physically active women between the ages of 69–75 years characterise as important for the maintenance of health. In order to investigate these health resources, the study drew on salutogenic theory and the concept of sense of coherence. The analysed data came from interviews with 14 physically active Swedish women aged 69–75 years who had previously taken part in a resistance training intervention, but who also had continued to engage in physical activity and resistance training when the intervention ended. We identified seven health resources, social relations and care, positive energy, self-worth, capability in and about physical activity, the habit of exercising, identity as an exercising person and womanhood related to physical activity, in this case resistance training, that physically active women aged between 69 and 75 years characterised as important for maintaining their health. In conclusion, physical activity carried out in a stable group of peers provided a meaningful, comprehensible and manageable way for these older women to engage in the on-going process of maintaining health.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Health resources, exercise, resistance training, salutogenesis, older adults
National Category
Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-61946 (URN)10.1080/2159676X.2017.1393453 (DOI)000431127700005 ()2-s2.0-85031919728 (Scopus ID)
Available from: 2017-10-24 Created: 2017-10-24 Last updated: 2019-02-15Bibliographically approved
Quennerstedt, M. & McCuaig, L. (2018). Is asking salutogenic questions a way of being critical? (1ed.). In: Richard Pringle, Håkan Larsson, Göran Gerdin (Ed.), Critical Research in Sport, Health and Physical Education: How to Make a Difference (pp. 196-209). London: Routledge
Open this publication in new window or tab >>Is asking salutogenic questions a way of being critical?
2018 (English)In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, London: Routledge, 2018, 1, p. 196-209Chapter in book (Refereed)
Abstract [en]

In the chapter, we map different critical appraisals of pathogenically oriented notions of health within sport and PE, to explore the diverse questions that have emerged within the context of this critique. Building on these foundations, we then re-imagine these questions in relation to the salutogenic re-orientation Antonovsky proposed, where he urged research to ask questions of the recourses people draw on to be healthy, rather than exclusively asking about how we can understand, cure or prevent illness. These salutogenic questions will be taken as a starting point to approach matters of health in relation to education, to HPE and to the lives of young people participating in formal schooling. A review of the recent state and national HPE curriculum reform in Australia will demonstrate current social change driven by a salutogenic philosophy, at least on the policy level. 

Place, publisher, year, edition, pages
London: Routledge, 2018 Edition: 1
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70056 (URN)9781351333863 (ISBN)
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-09Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-8748-8843

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