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Studying the institutional dimension of meaning making: a way to analyse subject content in Physical Education
Örebro University, School of Health and Medical Sciences. (SMED - Studies of Meaning making in Educational Discourses)ORCID iD: 0000-0001-8748-8843
2008 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 27, no 3, p. 434-444Article in journal (Refereed) Published
Abstract [en]

A theoretical framework for analyzing and discussing subject content in physical education that takes both learning content and teaching content into consideration is presented. For this purpose, John Dewey’s transactional approach on meaning making (Altman & Rogoff, 1987; Bentley & Dewey, 1991) as well as a discourse theoretical position (Foucault, 1988, 2002; Wetherell, Taylor & Yates, 2001) are

used. On the one hand, this makes it possible to analyze the institutional content and conditions of meaning making in physical education, and on the other to discuss the content offered as one aspect of pupils’ meaning making. An empirical example of the outlined approach is also given from a previous study of local curriculum documents in Swedish physical education (Quennerstedt, 2006a, 2006b). The example illustrates how we can understand aspects of meaning making in physical education and also the research claims made possible using a transactional approach.

Place, publisher, year, edition, pages
2008. Vol. 27, no 3, p. 434-444
Keywords [en]
transaction, discourse, learning, teaching, meaning making, health
National Category
Pedagogy
Research subject
Sports Science
Identifiers
URN: urn:nbn:se:oru:diva-3626OAI: oai:DiVA.org:oru-3626DiVA, id: diva2:137924
Available from: 2008-12-16 Created: 2008-12-16 Last updated: 2017-12-14Bibliographically approved

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Quennerstedt, Mikael

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Citation style
  • apa
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  • vancouver
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf