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  • 1.
    Alm, Erika
    et al.
    University of Gothenburg, Department of Cultural Sciences, Gothenburg, Sweden.
    Berg, Linda
    Umeå University, Umeå Centre for Gender Studies, Umeå, Sweden.
    Lundahl Hero, Mikael
    University of Gothenburg, School of Global Studies, Gothenburg, Sweden.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Laskar, Pia
    Department of Research and Collections, National Historical Museums of Sweden, Stockholm, Sweden.
    Martinsson, Lena
    University of Gothenburg, Department of Cultural Sciences, Gothenburg,Sweden.
    Mulinari, Diana
    University of Lund, Department of Gender Studies, Lund, Sweden.
    Wasshede, Cathrin
    University of Gothenburg, Department of Sociology and Work Science, Gothenburg, Sweden.
    An Epilogue2021In: Pluralistic Struggles in Gender, Sexuality and Coloniality: Challenging Swedish Exceptionalism / [ed] Alm, Erika; Berg, Linda; Lundahl Hero, Mikela; Johansson, Anna; Laskar, Pia; Martinsson, Lena; Mulinari, Diana; Wasshede, Cathrin, Palgrave Macmillan, 2021, p. 299-306Chapter in book (Other academic)
    Abstract [en]

    I den bästa av världar [In the best of worlds]Den bästa av dagar [The best of days]Vi slapp ju nazister [We did not have Nazis]Så vad ska vi klaga? [So what should we complain about?]

    In the above poem, trans* activist and spoken word poet Yolanda Aurora Bohm Ramirez (2018) both names the ways the lives of specific groups of people in Sweden are threatened by the increasing neo-Nazi violence and illuminates the response of the majoritarian population to these threats: their demands of silence where protest and criticism is made nearly impossible.

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  • 2.
    Alm, Erika
    et al.
    University of Gothenburg, Department of Cultural Sciences, Gothenburg, Sweden.
    Berg, Linda
    Umeå University, Umeå Centre for Gender Studies, Umeå, Sweden.
    Lundahl Hero, Mikael
    University of Gothenburg, School of Global Studies, Gothenburg, Sweden.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Laskar, Pia
    Department of Research and Collections, National Historical Museums of Sweden, Stockholm, Sweden.
    Martinsson, Lena
    University of Gothenburg, Department of Cultural Sciences, Gothenburg,Sweden.
    Mulinari, Diana
    University of Lund, Department of Gender Studies, Lund, Sweden.
    Wasshede, Cathrin
    University of Gothenburg, Department of Sociology and Work Science, Gothenburg, Sweden.
    Introduction2021In: Pluralistic Struggles in Gender, Sexuality and Coloniality: Challenging Swedish Exceptionalism / [ed] Alm, Erika; Berg, Linda; Lundahl Hero, Mikela; Johansson, Anna; Laskar, Pia; Martinsson, Lena; Mulinari, Diana; Wasshede, Cathrin, Palgrave Macmillan, 2021, p. 1-18Chapter in book (Other academic)
    Abstract [en]

    The focus of this book is on the many far from predictable transformative political processes on gender, sexuality and coloniality that grow out of the broad range of bodies and actors engaged in politics outside the hegemonic order and in everyday activities. These processes are not conducted by states, governments or transnational nongovernmental organisations; rather, they are examples of politics in-between states, organisations and national imagined communities. In this first chapter we will introduce some of the main themes, regarding these processes we in our joint research programme have worked on over the last couple of years.

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  • 3.
    Alm, Erika
    et al.
    University of Gothenburg, Department of Cultural Sciences, Gothenburg, Sweden.
    Berg, LindaUmeå University, Umeå Centre for Gender Studies, Umeå, Sweden.Lundahl Hero, MikaelUniversity of Gothenburg, School of Global Studies, Gothenburg, Sweden.Johansson, AnnaUniversity West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.Laskar, PiaDepartment of Research and Collections, National Historical Museums of Sweden, Stockholm, Sweden.Martinsson, LenaUniversity of Gothenburg, Department of Cultural Sciences, Gothenburg,Sweden.Mulinari, DianaUniversity of Lund, Department of Gender Studies, Lund, Sweden.Wasshede, CathrinUniversity of Gothenburg, Department of Sociology and Work Science, Gothenburg, Sweden.
    Pluralistic Struggles in Gender, Sexuality and Coloniality: Challenging Swedish Exceptionalism2021Collection (editor) (Other academic)
    Abstract [en]

    This open access book seeks to understand how politics is being made in a pluralistic sense, and explores how these political struggles are challenging and transforming gender, sexuality, and colonial norms. As researchers located in Sweden, a nation often cited as one of the most gender-equal and LGBTQ-tolerant nations, the contributions investigate political processes, decolonial struggles, and events beyond, nearby, and in between organizations, states, and national territories. The collection represents a variety of disciplines, and different theoretical conceptualizations of politics, feminist theory, and postcolonial and queer studies. Students and researchers with an interest of queer studies, gender studies, critical whiteness studies, and civil society studies will find this book an invaluable resource.

  • 4.
    Baker, Dean
    et al.
    Örebro Universitet, Örebro.
    Quennerstedt, Mikael
    Örebro universitet,Örebro.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Korp, Peter
    Göteborgs universitet, Göteborg.
    Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional Identities2021In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 40, no 4, p. 642-651Article in journal (Refereed)
    Abstract [en]

    Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities. Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material. Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies. Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.

  • 5.
    Barker, Dean
    et al.
    School of Health Sciences, Örebro University, Örebro (SWE).
    Quennerstedt, Mikael
    School of Health Sciences, Örebro University, Örebro (SWE).
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Korp, P.
    Department of Food and Nutrition, and Sport Sciences, Gothenburg University, Gothenburg (SWE).
    Fit for the job?: How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education2021In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers’ bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin’s concept of speech genres, and Wertsch’s concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an ‘athletic-looking teacher as healthy role model’ speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers’ bodies and pedagogies.

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  • 6.
    Berg, Linda
    et al.
    Umeå University, Umeå Centre for Gender Studies, Umeå, Sweden.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Laskar, Pia
    Department of Research and Collections, National Historical Museums of Sweden, Stockholm, Sweden.
    Martinsson, Lena
    University of Gothenburg, Department of Cultural Sciences, Gothenburg,Sweden.
    Mulinari, Diana
    University of Lund, Department of Gender Studies, Lund, Sweden.
    Wasshede, Cathrin
    University of Gothenburg, Department of Sociology and Work Science, Gothenburg, Sweden.
    Contesting Secularism: Religious and Secular Binary Through Memory Work2021In: Pluralistic Struggles in Gender, Sexuality and Coloniality: Challenging Swedish Exceptionalism / [ed] Alm, Erika; Berg, Linda; Lundahl Hero, Mikela; Johansson, Anna; Laskar, Pia; Martinsson, Lena; Mulinari, Diana; Wasshede, Cathrin, Palgrave Macmillan, 2021, p. 269-297Chapter in book (Other academic)
    Abstract [en]

    The notion of Sweden as a secular nation-state, or rather the linkage between notions of secularism and gender equality, is strong in public discourse. Within this frame, religion is located in a traditional past and often understood as a hindrance to liberal and modern values.In this chapter we focus on our own situatedness as feminist researchers living in Sweden and thereby explore how, where and why ideologies of secularism entangled with notions of European values and superiority become dominant. Inspired by the feminist tradition of memory work, an aim is to explore the boundary between the secular and the religious through our own experiences and from our location in Sweden. The aim is also to search for counter-memories, both in the doing of secular (gendered) selves as well as the ongoing production of the "religious other".

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  • 7.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Exempel 3: Lärarens relation till barn med "problembild" och med deras föräldrar2019In: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, p. 50-56Chapter in book (Other academic)
  • 8.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Fat, Black and Unapologetic: Body Positive Activism Beyond White, Neoliberal Rights Discourses2021In: Pluralistic Struggles in Gender, Sexuality and Coloniality: Challenging Swedish Exceptionalism / [ed] Alm, Erika; Berg, Linda; Lundahl Hero, Mikela; Johansson, Anna; Laskar, Pia; Martinsson, Lena; Mulinari, Diana; Wasshede, Cathrin, Palgrave Macmillan, 2021, p. 113-146Chapter in book (Other academic)
    Abstract [en]

    Body positivity messages and practices are rapidly being spread transnationally, particularly in the form of digital activism, challenging oppressive body ideals and advocating for diversity and the acceptance of all body types. At the same time, however, the movement is increasingly being criticised for its commodification, how it goes hand in hand with neoliberalism and its lack of intersectional perspectives. This text investigates the potential of the expansion, redefinition and 'repoliticising' of body positivity beyond the white, neoliberal discourse. The analysis mainly dives into the texts and images of blogs by two body positive advocates, Leah Vernon and Stephanie Yeboah, who both identify as black and fat and who both address the issues of race and racism. It is suggested that through their body politics, they display how race and gender are intersected in the shaping of both body shaming and the production of 'proud' bodies, thus contributing to the situatedness of body positivity. The stance of being unapologetic in one's body—a central element of body positivity—is regarded as being reframed through the contestation of the whiteness privilege and racism.

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  • 9.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Feta män: Maskulinitet, makt och motstånd2017Book (Other academic)
  • 10.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    ”Har man inte föräldrarna med sig så kommer man ingenstans”: ‐om lärares relationer till föräldrar med barn som har ”problem”2015Report (Other academic)
    Abstract [en]

    The study is part of a project of cooperation between University West and the elementary schools of the Municipal of Uddevalla. Since the project has an interactive approach the purpose/research questions and the choice of methods have been developed in dialogue between researcher and practitioners. The overall purpose has primarily been to make visible both the good examples as well as the difficult situations in teacher´s relationships with children defined as “having problems”, as well as with their parents. Further it is to develop and strengthen the professional competence of the teachers. The specific aim of this part of the project is to explore how teachers perceive theirrelationships with the parents of children defined as ”having problems”? What are the possibilities and which are the obstacles? The empirical material consist of ten qualitative interviews with female teacher´s teaching in 1-3 grade. The theoretical point of departure is a relational approach and a perspective of power. Relational work, relational competence and relational practices are understood as being entangled with practices of power. The analysis shows that the informants emphasize the role of the parents in supporting their children and that they see it being of vital importance to create a trusting relationship with the parents. To create and sustain this relationship the informants use a multitude of relational practices; such as giving positive feed- back, making the child responsible, listen, show empathy, be personal as well as setting boundaries. The ideal for cooperation is a partnership in which the teacher and parent/s work together as a team, however with the teacherdefining “the problem” and leading the work. The mail obstacle to co-operation is defined by the informants is the lack of insight or understanding of the parents, them not willing to acknowledge of the “problems” of their child.

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  • 11.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    "Har man inte föräldrarna med sig så kommer man ingenstans": om lärares relationer till föräldrar med barn som har "problem"2017Report (Other academic)
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  • 12.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    ISIS-chan: the meanings of the Manga girl in image warfare against the Islamic State2018In: Critical Studies on Terrorism, ISSN 1753-9153, E-ISSN 1753-9161, Vol. 11, no 1, p. 1-25-Article in journal (Refereed)
    Abstract [en]

    This article explores gendered meanings of ISIS-chan, an Internet meme in the form of a manga girl, produced and used to disrupt the messages from the Islamic State. Moreover, it investigates the performative power of ISIS-chan, and how it is used/interpreted as it circulates on the Internet. The ISIS-chan campaign is seen as an example of how the girl figure is mobilised in the political context of the War on Terror. Characterised by girlish playfulness, humour and creativity, I suggest that ISIS-chan challenges the stereotypical representations of femininity in the War on Terror, and may be perceived as a trickster.

  • 13.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Summering av sex års samverkansforskning för främjande av barns och ungas välfärd: Teman och utmaningar2019Report (Other academic)
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  • 14.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Halvarsson, Christina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Man lär jättemycket av varandra": En studie av kollegialt lärande bland lärare i grundskolan2019Report (Other academic)
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  • 15.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Halvarsson, Christina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Struktur, relation och kommunikation: Om lärares ledarskap i klassrummet2019Report (Other academic)
    Abstract [en]

    The study is part of a project of cooperation between University West and the elementary schools of the Municipal of Grästorp. Since the project has an interactive approach the purpose/research questions and the choice of methods have been developed in dialogue between researcher and practitioners. The overall purpose has been to explore, make visible and problematize the teacher´s leadership in the classroom. Moreover to follow up and make visible learning processes in learning conversations, as wells as develop and strengthen the professional competence of the teachers. The research questions explored in this study are: What is the meaning of the teacher's leadership in the classroom? How do the teachers understand their leadership in the classroom? The informants participating in the studies are teachers. The empirical material consist mainly of focus group interviews as well as observations of collegial learning sessions among the teachers. The theoretical points of departure for the investigation is a relational perspective as well as a sociocultural perspective. The analysis is organized around four themes: leadership as structure and order, leadership as relationship, non-verbal communication in the shaping and conducting of leadership and finally, authority and legitimacy as negotiated and deserved. Leadership is not perceived as "given" based in the formal role and position but the leadership is seen as created in relation to, and in interaction with the pupils. The main obstacle identified for practicing a good leadership is lack of time and stress.

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  • 16.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Theodorsson, Annika
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Teaching, Power and Social Difference: Practicing Anti-Oppressive Education in the University Classroom2013In: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Kristina Johansson, Göran Lassbo and Eddy Nehls, Bentham , 2013, p. 112-146Chapter in book (Other academic)
  • 17.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Vinthagen, Stellan
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Dimensions of everyday resistance: the Palestinian Sumud2015In: Journal of Political Power, ISSN 2158-379X, E-ISSN 2158-3803, Vol. 8, no 1, p. 109-139Article in journal (Refereed)
    Abstract [en]

    This article applies our earlier proposed theoretical framework on everyday resistance in the case of Palestinian Sumūd (steadfastness) in relation to the Israeli-occupied Palestinian territories and the Palestinian refugee camps in Lebanon. Our original framework rests on the dimensions of: (I) repertoires of everyday resistance; (II) relationships of agents; as well as the (III) spatialization and (IV) temporalization of everyday resistance. The already existing complex theoretical debates as well as the rich body of empirical work regarding the Israel/Palestine conflict give us an opportunity to illustrate and explore the possibilities as well as the limits of the proposed framework. Our hope is that in this way, we encourage more systematic research on and a more nuanced understanding of everyday resistance.

  • 18.
    Korp, Peter
    et al.
    Gothenburg University, Gothenburg (SWE).
    Quennerstedt, Mikael
    Swedish School of Sport and Health Sciences GIH, Stockholm, (SWE).
    Barker, Dean
    Örebro University, Örebro (SWE).
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Making sense of health in PE: conceptions of health among Swedish physical education teachers2023In: Health Education, ISSN 0965-4283, E-ISSN 1758-714X, Vol. 123, no 2, p. 79-92Article in journal (Refereed)
    Abstract [en]

    Purpose

    Over the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.

    Design/methodology/approach

    The data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7-9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.

    Findings

    Four dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.

    Originality/value

    The knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.

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  • 19.
    Laskar, Pia
    et al.
    The Royal Armoury Museum and the Swedish History Museum, Stockholm, Sweden.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Mulinari, Diana
    University of Lund, Gender Studies, Sweden.
    Decolonising the Rainbow Flag2016In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 8, no 3, p. 192-217Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to explore the location and the meaning given to the rainbow flag in places outside the hegemonic centre. Through three case studies in the global North and South, held together by a multi-ethnographic approach, as well as a certain theoretical tension between the rainbow flag as a boundary object and/or a floating signifier, we seek to study where the flag belongs, to whom it belongs, with particular focus on how. The three case studies, which are situated in a city in the Global South (Buenos Aires), in a conflict war zone in the Middle East (the West Bank) and in a racialised neighbourhood in the Global North (Sweden), share despite their diversity a peripheral location to hegemonic forms of knowledge production regimes. Central to our analysis is how the rainbow flag is given a multitude of original and radical different meanings that may challenge the colonial/Eurocentric notions which up to a certain extent are embedded in the rainbow flag. © 2009-2017 Culture Unbound: Journal of Current Cultural Research. All rights reserved.

  • 20.
    Quennerstedt, Mikael
    et al.
    School of Health Sciences, Örebro University, Örebro (SWE).
    Barker, Dean
    School of Health Sciences, Örebro University, Örebro (SWE).
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Korp, Peter
    Department of Food and Nutrition, and Sport Sciences, Gothenburg University, Gothenburg (SWE).
    The relation between teaching physical education and discourses on body weight - an integrative review of research2021In: CURRICULUM STUDIES IN HEALTH AND PHYSICAL EDUCATION, ISSN 2574-2981, Vol. 12, no 3, p. 287-305Article in journal (Refereed)
    Abstract [en]

    The purpose of this integrative review of research is to contribute to knowledge about the relation between teaching physical education (PE) and discourses of body weight. The review consists of summarising and synthesising features focusing on how discourses on the relation between teaching PE and body weight in scientific literature in different ways shape the idea of the role of PE. The results of the review reveal that the purposes, content, and forms for teaching PE constitute three discourses of teaching PE in relation to body weight: (i) a risk discourse, (ii) a critical obesity discourse, and (iii) a pluralistic discourse. From these discourses, five different roles of PE are identified; (i) Solving obesity and inactivity, (ii) Including overweight pupils, (iii) Rejecting an obesity epidemic, (iv) Supporting and understanding overweight pupils, and (v) Transforming PE in relation to a plurality of perspectives on body weight. As a consequence, we urge practitioners to take a reflective distance towards the purpose, content, and the pedagogies they are employing in relation to discourses on body weight in order to make informed decisions regarding PE curricula.

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