The Fantasmatic Logics of Physical Literacy

Autor/inn/en	Quennerstedt, Mikael; McCuaig, Louise; Mårdh, Andreas
Titel	The Fantasmatic Logics of Physical Literacy
Quelle	In: Sport, Education and Society, 26 (2021) 8, S.846-861 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quennerstedt, Mikael) ORCID (Mårdh, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1791065
Schlagwörter	Educational History; Physical Education; Literacy; Educational Policy; Ideology; Political Influences; Social Influences; Team Sports; Teaching Methods; Knowledge Level; Conflict; Health Behavior; Chronic Illness; Physical Activity Level; Physical Fitness; Risk + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Körpererziehung; Sportunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; Ideologie; Political influence; Politischer Einfluss; Sozialer Einfluss; Mannschaftssport; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Konflikt; Health behaviour; Gesundheitsverhalten; Chronic disease; Chronische Krankheit; Leistungsfähigkeit; Risiko
Abstract	The history of physical education has seen the embracing of practices that have promised idealized scenarios and visions of the future. These practices are in many respects ideological and this paper explores the ideological workings in physical education with a particular focus on physical literacy. The purpose is to articulate and discuss a set of discursive logics in research and policy on physical literacy in terms of what is claimed in its name. We draw on the logics of critical explanation framework and use recent research, policy documents and organisational web pages on physical literacy to identify the "social and political logics" that underpin the practice. Specifically employing the concepts beatific and horrific narratives, we explore the "fantasmatic logics" of physical literacy to reveal the shared ideological workings of this collection. Fantasmatic logics is applied to grasp the visions of what will come to pass if physical literacy is, or is not, implemented in sports and physical education. Together, the logics reveal an increasing seduction of physical literacy and its operation as an all-inclusive grand narrative through the hopes and fears that policymakers, researchers and other stakeholders attach to the practice of physical literacy. In contrast to previous ideologies in physical education where the horrific narratives were strong, it is an over-investment in beatific narratives that is at the core of physical literacy. It seems to be enacted in a relation between ideals and measurement, and in policy the narratives with grand promises of physically literate citizens also seem more opportunistic, not seldom ignoring conflict without recognition that the claims made are incommensurable. This erasure of conflict can become problematic if we don't continue the debate around what physical literacy reasonably can be held accountable for. Otherwise the well-intended beatific narratives risks over-investment and as a consequence ideological closure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01