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Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

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dc.contributor.author Scanlon, Dylan
dc.contributor.author MacPhail, Ann
dc.contributor.author Calderón, Antonio
dc.date.accessioned 2019-12-17T16:12:11Z
dc.date.issued 2019
dc.identifier.citation Scanlon D.;MacPhail A.;Calderon A. (2019) 'Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education'. Sport, Education And Society, . en_US
dc.identifier.issn 1357-3322
dc.identifier.uri http://hdl.handle.net/10344/8331
dc.description peer-reviewed en_US
dc.description.abstract A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers’ experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members’ roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of ‘strong, well-established’ (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express concern for the role of teachers in the curriculum process and argue that they play a crucial and significant role in the school subject curriculum development process. This paper supports Goodson’s (1983) and Penney’s (2006) conceptualisation of the contested and socially constructed nature of the curriculum development process. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis Ltd en_US
dc.relation.ispartofseries Sport, Education and Society; 25 (7), pp.788-801
dc.relation.uri http://dx.doi.org/10.1080/13573322.2019.1664451
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published inSport, Education and Societ 2019 copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/13573322.2019.1664451 en_US
dc.subject curriculum development en_US
dc.subject examinable physical education en_US
dc.subject figurational sociology en_US
dc.subject leaving certificate physical education en_US
dc.title Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2019-12-17T14:53:43Z
dc.identifier.doi 10.1080/13573322.2019.1664451
dc.date.embargoEndDate 2021-03-14
dc.embargo.terms 2021-03-14 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2932002
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Sport, Education And Society
dc.description.status peer-reviewed


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