This chapter focuses on the complexity of curriculum reform in physical education (PE) and specifically directs attention to the ‘possibilities’ for curriculum reform that are inherent in contemporary policy developments and policy contexts. Key issues that underpin the chapter are the ownership of, and professional responsibility for, curriculum reform in PE. The stance I take is that professional responsibility for curriculum reform is tied to the challenge of advancing quality and equity in PE (UNESCO, 2015). This is a challenge that I argue is as relevant in any local setting as it is internationally, and that any analysis of curriculum reform should address. This and other chapters that follow present research evidence that illustrates that despite many curriculum reforms that would be regarded as ‘landmarks’ for state or national education systems, longstanding inequities remain engrained and expressed in the PE curriculum that is enacted and experienced in many schools. Understanding more about curriculum reform ‘as policy’ and as also fundamentally about teaching and learning in PE, is arguably a critical prerequisite to challenging this status quo.
|Title of host publication||Routledge Handbook of Physical Education Pedagogies|
|Editors||Catherine D Ennis|
|Place of Publication||Abingdon UK|
|Number of pages||12|
|Publication status||Published - 2017|
|Name||Routledge International Handbooks|