Physical Education Teaching as a Caring Act--Techniques of Bodily Touch and the Paradox of Caring

Autor/inn/en	Andersson, Joacim; Öhman, Marie; Garrison, Jim
Titel	Physical Education Teaching as a Caring Act--Techniques of Bodily Touch and the Paradox of Caring
Quelle	In: Sport, Education and Society, 23 (2018) 6, S.591-606 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1244765
Schlagwörter	Physical Education; Physical Education Teachers; Instruction; Caring; Human Body; Interaction; Interviews; Foreign Countries; Elementary Secondary Education; Educational Policy; Nonverbal Communication; Intention; Ambiguity (Context); Data Analysis; Psychomotor Skills; Sweden + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching process; Unterrichtsprozess; Care; Pflege; Sorge; Betreuung; Menschlicher Körper; Interaktion; Interviewing; Interviewtechnik; Ausland; Politics of education; Bildungspolitik; Non-verbal communication; Nonverbale Kommunikation; Auswertung; Psychomotorische Aktivität; Schweden
Abstract	In this article, we investigate 'no touch policies' as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions. We consider teaching as a "caring profession." Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people's needs, desires, interests and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as "an essential tension" in the intersection of the; "ambiguity" attendant to any intentional act such as teaching, the "conflict" between the ethics of care and the ethics of justice, and finally, the "paradox" of caring. We draw on interviews with PE-teachers in Swedish primary, secondary and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher's competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; (1) Security touch, which is characterized by intentions to handle the fragile; (2) Denoting touch, which is characterized by intentions to handle learning content and (3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01