A Wisdom Response to Physical and Health Education: Part II – Class Interpretations
Abstract
This article is the second of two parts. Part I articulated how AUTHOR 1 and AUTHOR 2 were addressed to design an undergraduate physical and health education teacher education (PHETE) course that used wisdom traditions, and particularly Blackfoot ways of knowing, to challenge Western norms inherent in teaching physical and health education. This second part is a continuation of our Gadamerian philosophical hermeneutic exploration and details the interpretations of the class following the course offering – described collectively and individually. The authors of this manuscript include the designers of the course as well as the pre-service teachers that participated in the course. The purpose of this article is to offer one example as to how wisdom traditions were meaningfully taken up to challenge Western norms in K-12 physical and health education and to offer instructor and student perspectives to PHETE and other wellness-focused pedagogues.
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