A Wisdom Response to Physical and Health Education: Part II – Class Interpretations

Authors

  • Michelle Kilborn University of Calgary
  • Lisa Taylor University of Calgary
  • Braeden Kelly University of Calgary
  • Shael Bourne
  • Merissa Dawson University of Calgary
  • Josh Stryde University of Calgary
  • Tessa Allison
  • Kate Vogan University of Calgary
  • Maddi Mondin University of Calgary
  • Zach Marcil University of Calgary

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.

Author Biographies

Lisa Taylor, University of Calgary

PhD Candidate, Werklund School of Education
University of Calgary

Braeden Kelly, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Shael Bourne

Pre-service Teacher, Werklund School of Education
University of Calgary

Merissa Dawson, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Josh Stryde, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Tessa Allison

Pre-service Teacher, Werklund School of Education
University of Calgary

Kate Vogan, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Maddi Mondin, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Zach Marcil, University of Calgary

Pre-service Teacher, Werklund School of Education
University of Calgary

Published

2024-08-21

Issue

Section

Feature Articles / Articles de fond