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"Man kan inte bara gympa sig igenom ämnet": Hur fem idrottslärare på högstadiet legitimerar skriftliga praktiker i ämnet idrott och hälsa
Örebro University, School of Humanities, Education and Social Sciences.
2021 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 181-213Article in journal (Refereed) Published
Abstract [en]

This article investigates how five teachers in Physical Education and Health (PEH) draw on different discourses of legitimation and delegitimation of writing practices in PEH. The data consist of transcripts of audio recordings of interviews with the five teachers. Firstly, the recordings were analyzed using van Leeu-wen’s (2007) legitimation framework. Secondly, the lexical choices were analyzed to identify different discourses of writing (Ivanič,2004). Results show that a social practices discourse dominates in the data analyzed, most commonly realized through a rationalization type of legitimation. Students’ linguistic difficulties or unwillingness to write in PEH, i.e.writing with obstacles, is another discourse of writing found in the data. Overall, the teachers tend to legitimate writing practices but report on students’ delegitimation of the same practices, which teachers need to manage. The use of texts is legitimated as practical, timesaving and a recognized tool for instruction and assessment. Writing practices and the use of texts can contribute to the raise the status of PEH and reach long-term goals in PEH and for students’ learning at large. On the other hand, writing and text practices steal time from the core content in PEH and may not suit students who are successful in other parts of PEH.

Place, publisher, year, edition, pages
Malmö högskola , 2021. no 3, p. 181-213
Keywords [en]
Discourses of writing, Legitimation, Physical education and health, Text practices
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:oru:diva-95178DOI: 10.24834/educare.2021.3.8OAI: oai:DiVA.org:oru-95178DiVA, id: diva2:1606219
Available from: 2021-10-26 Created: 2021-10-26 Last updated: 2023-03-28Bibliographically approved
In thesis
1. Skriftpraktiker i idrott och hälsa på högstadiet: en textetnografisk undersökning
Open this publication in new window or tab >>Skriftpraktiker i idrott och hälsa på högstadiet: en textetnografisk undersökning
2021 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In Physical Education and Health (PEH), a previously almost entirely practical subject, the use of written texts has increased considerably, which can be assumed to have consequences on the subject and on students’ meaning making. The purpose of this thesis is to investigate the functions of written texts in PEH. Three research questions are answered: 1. How, when, and why are texts used in instructional practices in PEH?; 2. What text themes are most dominant in the used texts, and what specific subject content is entextualized?; and 3. What disciplinary identities do PEH-texts offer the students?

The main theoretical framework is New Literacy Studies (NLS), and an ecological approach to literacy as social practice is employed. Text ethnographic methods are used for data collection and analysis along with concepts from discourse and genre studies. Texts and ethnographic data are collected during a three-semester-long field study of a PEH-teacher and a class in a lower secondary school. In addition, interviews with five PEH-teachers are performed.

Article 1 shows that texts are used for a wide array of purposes, and as tools for theoretical as well as physical learning activities. Movement is shown to be the most frequently entextualized subject content. Written assessment comments, investigated in Article 2, most often acknowledge subject specific knowledge in students’ written assignments. In Article 3, the most prominent genres identified address measuring and training of the body. The students are mainly positioned physiologically, but also in relation to ideas from the humanities and social sciences. In Article 4, the use of texts is legitimated as practical, timesaving and a well-known tool for instruction and assessment. However, writing and text practices steal time from embodied learning and may not suit all students.

In summary, the thesis shows that it is possible to use texts and still maintain the focus on embodied learning. If they are used functionally and strategically, texts can contribute to and develop instruction in PEH, rather than threaten the subject.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2021. p. 161
Series
Studier från Örebro i svenska språket, ISSN 1653-9869 ; 17
Keywords
Literacy Practices, Physical Education and Health, Entextualization, Text Ethnography, Disciplinary Literacy, Discourse, Genre, Legitimation
National Category
Specific Languages
Identifiers
urn:nbn:se:oru:diva-94880 (URN)9789175294094 (ISBN)
Public defence
2021-11-19, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2021-10-11 Created: 2021-10-11 Last updated: 2021-12-02Bibliographically approved

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Norberg, Anna-Maija

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