From policy to pedagogy: prudence and precariousness; actors and artefacts

Research output: Contribution to journalArticleResearchpeer-review

14 Citations (Scopus)

Abstract

This paper draws on concepts from contemporary education policy sociology to explore the prospective interpretation, contextualisation and enactment of Health and Physical Education in the Australian Curriculum. Analysis examines the dynamic between characteristics of official texts and the contexts in which responses will be made. The paper identifies the consultation draft curriculum as highly flexible, such that multiple aspects of past and current policy contexts can be expected to strongly frame its reading and enactment. Exploration of contexts points to the critical role that policy actors, agencies and artefacts will all play in determining the ways in which the new curriculum will be expressed and experienced in schools across Australia. Discussion raises issues for Health and Physical Education teachers, teacher educators and members of professional associations to consider in looking forward.

Original languageEnglish
Pages (from-to)189-197
Number of pages9
JournalAsia-Pacific Journal of Health, Sport and Physical Education
Volume4
Issue number2
DOIs
Publication statusPublished - 2013
Externally publishedYes

Keywords

  • Australian curriculum
  • Curriculum
  • Health and physical education
  • Pedagogy
  • Policy

Cite this

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From policy to pedagogy: prudence and precariousness; actors and artefacts. / Penney, Dawn.

In: Asia-Pacific Journal of Health, Sport and Physical Education, Vol. 4, No. 2, 2013, p. 189-197.

Research output: Contribution to journalArticleResearchpeer-review

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