Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Ruan Jon; Mckeever, Jonathon Thomas; Morley, David |
|---|---|
| Titel | 'Now I Think You Have Been Bewitching and Bewildering Me': The Utilisation of "Aporia" in Game-Based Approaches as a Means of Deconstructing and Reconstructing Power Relations |
| Quelle | In: European Physical Education Review, 29 (2023) 4, S.512-529 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mckeever, Jonathon Thomas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-336X |
| DOI | 10.1177/1356336X231160481 |
| Schlagwörter | Game Based Learning; Educational Games; Power Structure; Physical Education; Teaching Methods; Questioning Techniques; Ethics; Discourse Analysis |
| Abstract | Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While power dynamics deserve particular attention in student-centred and social constructivist pedagogies, exploration of this topic has largely escaped the grasp of Game-Based Approaches (GBAs). This position paper aimed to review current micro-interactional research in physical education and to propose the utilisation of four key principles as a means to disrupt power dynamics in GBAs, namely: (a) teaching paradoxically; (b) ethical dilemmas; (c) unfamiliar games; and (d) Socratic questioning. Two illustrative vignettes present the practical application of these principles to produce a state referred to in Classical Greece as "Aporia" (impasse or without passage). Building on the work of Joy Butler, we argue that student insights gained in these moments of Aporia are central to the disruption of power-based barriers to learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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