Autobiographical educative narratives of movement and physical education: The beginning of a journey
Keywords: physical education, narrative inquiry, story, movement, education
AbstractIn this paper we speak the transcendental nature of both mis-educative and educative experiences in physical education. We use autobiographical narrative inquiry to examine the temporality, place and sociality of our own diverse ‘educative’ movement experiences as children, students, and physical education teachers. Through this inquiry we reflect on how these past ‘educative’ experiences have shaped our pedagogies as physical education teacher educators. We speak to the tension involved in realizing that our own stories fit neatly into the dominant stories of physical education and also to how this inquiry process helped us to begin to think more deeply about the stories on the margin. We also begin to wonder about the implications of this type of reflective, autobiographical narrative inquiry work for pre-service teachers.
Feature Articles / Articles de fond
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).