Physical education teacher educators' personal perspectives regarding their practice of critical pedagogy

Journal of Teaching in Physical Education

Volumn 24, Issue 3, 2005, Pages 243-264

  Ruiz, Beatriz Muros ^a   Fernández Balboa, Juan Miguel ^b  

^a UNIVERSITY OF ALCALÁ   (Spain)

^b MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

Critical pedagogy; Educational principles; Higher education; Physical education teacher education; Qualitative study; Teaching methods

Indexed keywords

EID: 23744494847     PISSN: 02735024     EISSN: 15432769     Source Type: Journal    
DOI: 10.1123/jtpe.24.3.243     Document Type: Review

References (83)

1. Bain, L. (1993). Ethical issues in teaching. Quest, 45, 69-77.
2. Bliss, J., Monk, M., & Ogborn, J. (1983). Qualitative data analysis for educational research. London: Croom Helm.
3. Brady, J., & Dentith, A. (2002). Transformative leadership through alternative curriculum. Scholar-Practitioner Quarterly, 1(1), 53-66.
4. Cassidy, T. (2000). Investigating the pedagogical process in physical education teacher education. Unpublished doctoral dissertation, Deakin University, Victoria, Australia.
5. Cohen, D. (1997, July). Paulo Freire's legacy for adults learning mathematics. Paper presented at the Adults Learning Mathematics Conference, Limerick, Ireland. (ED 436428)
6. Currie, G., & Knights, D. (2003). Reflecting on a critical pedagogy in MBA education. Management Learning, 34(1), 27-49.
7. Cusack, S. (1999). Critical educational gerontology and the imperative to empower. Education and Ageing, 14(1), 21-37.
8. Darder, A., Baltodano, M., & Torres, R.D. (Eds.). (2003). The critical pedagogy reader. New York: Routledge Falmer.
9. Denzin, N.K., & Lincoln, Y.S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
10. Devís, J., & Sparkes, A. (1999). Burning the book: A biographical study of a pedagogically inspired crisis in physical education. European Physical Education Review, 5(2), 135-152.
11. Ellsworth, E. (1989). Why doesn't this feel empowering? Working though the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-323.
12. Erlandson, D.A., Harris, E.L., Skipper, B.L., & Allen, S.D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.
13. Everelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50(1), 25-47.
14. Fernández-Balboa, J.M. (1995). Reclaiming physical education in higher education through critical pedagogy. Quest, 47(1), 91-114.
15. Fernández-Balboa, J.M. (1997). Physical education teacher preparation in the postmodern era: Toward a critical pedagogy. In J.M. Fernández-Balboa (Ed.), Critical postmodernism, human movement, physical education and sport (pp. 121-138). Albany, NY: SUNY Press.
16. Fernández-Balboa, J.M. (1998). The practice of critical pedagogy: Critical self-reflection as praxis. Teaching Education, 9(2), 47-53.
17. Fernández-Balboa, J.M. (2000). Micropolitical perspectives of prospective physical educators. Journal of Sport Pedagogy, 6(1), 1-33.
18. Fernández-Balboa, J.M. (2003). La auto-evaluación (y la auto-calificación) como formas de promoción democrática [Self-evaluation (and self-grading) as means to fostering democracy]. Proyecto andaluz de formación del profesorado: Materiales de formación del profesorado universitario - Guía III. Granada: Unidad de Calidad de las Universidades Andaluzas.
19. Fernández-Balboa, J.M., & Marshall, J.P. (1994). Dialogical pedagogy in teacher education: Toward an education for democracy. Journal of Teacher Education, 45(3), 172-182.
20. Fitzclarence, L. (1991, April). Remembering the reconceptualist project. Paper presented at the Curriculum Theorizing Conference, Bergano, Ohio.
21. Fitzclarence, L., & Tinning, R. (1990). Challenging hegemonic physical education: Conceptualising physical education as an examinable subject. In D. Kirk & R. Tinning (Eds.), Physical education, curriculum and culture: Critical issues in the contemporary crisis (pp. 169-193). London: Falmer.
22. Flintoff, A. (1994). Sexism and homophobia in physical education: The challenge for teacher educators. Physical Education Review, 17, 97-105.
23. Frankenstein, M. (1983). Critical mathematics education: An application of Paulo Freire's epistemology. Journal of Education, 163(4), 315-339.
24. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
25. Freire, P. (1985). The politics of education. South Hadley, MA: Bergin and Garvey.
26. Freire, P. (1993). Pedagogy of the city. New York: Continuum.
27. Freire, P. (1994). Pedagogy of hope. New York: Continuum.
28. Freire, P. (1998). Pedagogy of freedom. Oxford: Rowman & Littlefield.
29. Freire, P., & Macedo, D.P. (1995). A dialogue: Culture, language, and race. Harvard Educational Review, 65(3), 377-402.
30. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity.
31. Giroux, H.A. (1983). Theory and resistance in education. South Hadley, MA: Bergin & Garvey.
32. Giroux, H.A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & Garvey.
33. Giroux, H.A. (2003). Critical theory and educational practice. In A. Darder, M. Baltodano, & R.D. Torres (Eds.), The critical pedagogy reader (pp. 27-56). New York: Routledge Falmer.
34. Glaser, B.G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
35. Gore, J. (1990). Pedagogy as "text" in physical education teacher education: Beyond the preferred reading. In D. Kirk & R. Tinning (Eds.), Physical education, curriculum and culture: Critical issues in the contemporary crisis (pp. 101-138). London: Falmer.
36. Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York & London: Routledge.
37. Gore, J. (2003). What can we do for you! What can "we" do for "you"? Struggling over empowerment in critical and feminist pedagogy. In A. Darder, M. Baltodano, & R.D. Torres (Eds.), The critical pedagogy reader (pp. 331-348). New York: Routledge Palmer.
38. Griffin, P. (1992). Changing the game: Homophobia, sexism, and lesbians in sport. Quest, 44, 251-265.
39. Habermas, J. (1971). Knowledge and human interests. Boston: Beacon.
40. Harden, J. (1996). Enlightenment, empowerment and emancipation: The case for critical pedagogy in nurse education. Nurse Education Today, 16(1), 32-37.
41. Hickey, C. (1996). Critical intellectual resources for praxis in physical education teacher education: The limits to rationality. Unpublished doctoral dissertation, Deakin University, Victoria, Australia.
42. Hickey, C. (2001). "I feel enlightened now, but . . .": The limits to the pedagogic translation of critical social discourses in physical education. Journal of Teaching in Physical Education, 20(3), 227-246.
43. hooks, b. (1994). Teaching to transgress. New York & London: Routledge.
44. Horton, M. (1990). The long haul. New York: Doubleday.
45. Horton, M., & Freire, P. (1990). We make the road by walking. Philadelphia, PA: Temple University Press.
46. Jay, G., & Graff, G. (1995). A critique of critical pedagogy. In M. Bérubé & C. Nelson (Eds.), Higher education under fire: Politics, economics, and the crisis of humanities (pp. 201-213). New York: Routledge.
47. Kirk, D. (1986). Beyond the limits of the critical discourse in teacher education: Towards a critical pedagogy. Teaching and Teacher Education, 2(2), 155-157.
48. Kohli, W. (1998). Critical education and embodied subjects: Making the poststructural turn. Educational Theory, 48(4), 511-519.
49. Kozol, J. (1994). On being a teacher (3rd ed.). Oxford: Oneworld.
50. Krane, V. (2001). We can be athletic and feminine, but do we want to? Challenging hegemonic femininity in women's sport. Quest, 53(1), 115-133.
51. Lawson, H. (1993). Dominant discourses, problem setting, and teacher education pedagogies: A critique. Journal of Teaching in Physical Education, 12(2), 149-160.
52. LeCourt, D. (1998). Critical pedagogy in the computer classroom: Politicizing the writing space. Computer and Composition, 15(3), 275-295.
53. LeDrew, J.E. (1998). Women and primary physical education: A feminist critical ethnography. Doctoral dissertation, University of Victoria, Australia. Dissertation Abstracts International, 58, 3457. (UMI No. NQ21939)
54. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
55. López Pastor, V.M., García-Peñuela de Miguel, A., Pérez Brunicardi, D., López Pastor, E., Monjas Aguado, R., & Rueda Cayón, M. (2002). Algunas reflexiones sobre la educación física y pedagogía crítica (Some reflections on physical education and critical pedagogy). Retos, 2, 29-34.
56. Luke, C., & Gore, J. (Eds.). (1992). Feminisms and critical pedagogy. New York: Routledge.
57. Macdonald, D., & Brooker, R. (2000). Articulating a critical pedagogy in physical education teacher education. Journal of Sport Pedagogy, 5(1), 51-63.
58. Marcuse, H. (1964). One dimensional man. Boston: Beacon.
59. Marina, J.A. (1995). Etica para náufragos (Ethics for castaways). Barcelona: Anagrama.
60. Marina, J.A., & Válgoma, M. (2000). La lucha por la dignidad (The struggle for dignity). Barcelona: Anagrama.
61. Maxwell, J.A. (1996). Qualitative research design: An interpretative approach. Applied Social Research Series, Vol. 41. Thousand Oaks, CA: Sage.
62. McKay, J., Gore, J., & Kirk, D. (1990). Beyond the limits of technocratic physical education, Quest, 42, 52-76.
63. McLaren, P. (1997). Critical pedagogy and predatory culture. New York: Routledge.
64. Miller, A. (1990). For your own good: Hidden cruelty in child-rearing and the roots of violence. New York: Noonday.
65. Morrow, R.A., & Torres, C.A. (Eds.). (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York: Teachers College Press.
66. Muros Ruiz, B. (2003, April). A pedagogy in process: Toward a democratic practice in the college classroom. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.
67. Oliver, K.L., & Lalik, R. (2004). Critical inquiry on the body in girl's physical education classes. A critical-poststructural perspective. Journal of Teaching in Physical Education, 23(2), 162-195.
68. O'Sullivan, M., Siedentop, D., & Locke, L.F. (1992). Toward collegiality: Competing view-points among teacher educators. Quest, 44, 266-280.
69. Ovens, A. (2004). The (im)possibility of critical reflection: The lived experience of reflective practice in teacher education. Unpublished doctoral dissertation, University of Queensland, Brisbane, Australia.
70. Pascual, C. (2002). La pedagogía crítica en la formación del profesorado de educación física, sobre todo una pedagogía ética (Critical pedagogy in physical education teacher education: Above all an ethical pedagogy). Revista Interuniversitaria de Formación de Profesorado, 43, 123-135.
71. Schade, L.J. (2003, July). Envisioning the critical classroom: Critical pedagogy and secondary English education. Paper presented at the Biennial Meeting of the International Federation for the Teaching of English, Melbourne, Victoria. (ED 479127)
72. Shannon, P. (2002). Critical literacy in everyday life. Language Arts, 79(5), 415-424.
73. Shor, I. (1980). Critical teaching and everyday life. Boston: South End Press.
74. Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
75. Sicilia, A., & Femández-Balboa, J.M. (in press). Ethics, politics and bio-pedagogy in physical education teacher education: Easing the tension between the self and the group. Sport, Education & Society.
76. Smyth, J. (1987). A rationale for teachers' critical pedagogy: A handbook. Geelong, Australia: Deakin University Press.
77. Sparkes, A.C. (1990). Curriculum change and physical education. Towards a micropolitical understanding. Geelong, Victoria: Deakin University Press.
78. Strauss, A., & Corbin, J. (Eds.). (1997). Grounded theory in practice. Thousand Oaks, CA: Sage.
79. Tinning, R, (1991). Teacher education pedagogy: Dominant discourses and the process of problem setting. Journal of Teaching in Physical Education, 11(1), 1-20.
80. Tinning, R. (1993). We have ways of making your think, or do we? Reflections on "training" in reflective teaching. In C. Parè (Ed.), Better teaching in physical education? Think about it! Proceedings of the International Seminar on training of teachers in the reflective practice of physical education (pp. 21-52). Trois Rivières: University of Québec.
81. Tinning, R. (2002). Toward a "modest pedagogy": Reflections on the problematics of critical pedagogy. Quest, 54, 224-240.
82. Woodson, S.E. (2003). Toward a critical pedagogy in theatre: Children's rights to, in and through drama. Stage of the Art, 11(3), 8-11.
83. Zeichner, K.M. (1993). Connecting genuine teacher development to the struggle for social justice. Journal of Education for Teaching, 19(1), 5-20.