Challenging dominating ideologies in the classroom: The construction of educational knowledge through educational texts

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Education constitutes an arena of intense discussions, conflicts and struggles about what should be conceived as legitimate knowledge in the classroom (Bernstein, 1990). Through curricular documents politicians seek to control what should be selected and appropriated as educational knowledge (ibid.). However, textbooks as well as other educational texts also influence on the construction of educational knowledge, and they may be seen as powerful documents that embody, reinforce or reconstructs discourses (Apple & Christian-Schmidt, 1999; Selander & Skjelbred, 2004). This means that teachers and teacher educators become central agents for making decisions about course content through their selection of educational texts (Devis-Devis, Molina-Alventosa, Peiró-Velert & Kirk, 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark as a case in point (Svendsen & Svendsen, 2014) in order to illustrate how a sector with sporting interests through educational texts contribute to the construction of educational knowledge and the reinforcement of dominating discourses in Danish PETE. On this basis the presentation aims to exemplify the analytical scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them make reflective decisions about course content and thus act as agents for change and challengers of dominating ideologies.
OriginalsprogEngelsk
Publikationsdatojan. 2017
StatusUdgivet - jan. 2017
BegivenhedIAFOR International Conference on Education : Education for Change - The Hawai'i Convention Center, Honolulu , USA
Varighed: 8. jan. 201710. jan. 2017

Konference

KonferenceIAFOR International Conference on Education
LokationThe Hawai'i Convention Center
LandUSA
ByHonolulu
Periode08/01/201710/01/2017

Citer dette

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title = "Challenging dominating ideologies in the classroom: The construction of educational knowledge through educational texts",
abstract = "Education constitutes an arena of intense discussions, conflicts and struggles about what should be conceived as legitimate knowledge in the classroom (Bernstein, 1990). Through curricular documents politicians seek to control what should be selected and appropriated as educational knowledge (ibid.). However, textbooks as well as other educational texts also influence on the construction of educational knowledge, and they may be seen as powerful documents that embody, reinforce or reconstructs discourses (Apple & Christian-Schmidt, 1999; Selander & Skjelbred, 2004). This means that teachers and teacher educators become central agents for making decisions about course content through their selection of educational texts (Devis-Devis, Molina-Alventosa, Peir{\'o}-Velert & Kirk, 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark as a case in point (Svendsen & Svendsen, 2014) in order to illustrate how a sector with sporting interests through educational texts contribute to the construction of educational knowledge and the reinforcement of dominating discourses in Danish PETE. On this basis the presentation aims to exemplify the analytical scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them make reflective decisions about course content and thus act as agents for change and challengers of dominating ideologies.",
author = "Svendsen, {Annemari Munk}",
year = "2017",
month = "1",
language = "English",
note = "null ; Conference date: 08-01-2017 Through 10-01-2017",

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Svendsen, AM 2017, 'Challenging dominating ideologies in the classroom: The construction of educational knowledge through educational texts', IAFOR International Conference on Education , Honolulu , USA, 08/01/2017 - 10/01/2017.

Challenging dominating ideologies in the classroom: The construction of educational knowledge through educational texts. / Svendsen, Annemari Munk.

2017. Abstract fra IAFOR International Conference on Education , Honolulu , USA.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

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N2 - Education constitutes an arena of intense discussions, conflicts and struggles about what should be conceived as legitimate knowledge in the classroom (Bernstein, 1990). Through curricular documents politicians seek to control what should be selected and appropriated as educational knowledge (ibid.). However, textbooks as well as other educational texts also influence on the construction of educational knowledge, and they may be seen as powerful documents that embody, reinforce or reconstructs discourses (Apple & Christian-Schmidt, 1999; Selander & Skjelbred, 2004). This means that teachers and teacher educators become central agents for making decisions about course content through their selection of educational texts (Devis-Devis, Molina-Alventosa, Peiró-Velert & Kirk, 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark as a case in point (Svendsen & Svendsen, 2014) in order to illustrate how a sector with sporting interests through educational texts contribute to the construction of educational knowledge and the reinforcement of dominating discourses in Danish PETE. On this basis the presentation aims to exemplify the analytical scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them make reflective decisions about course content and thus act as agents for change and challengers of dominating ideologies.

AB - Education constitutes an arena of intense discussions, conflicts and struggles about what should be conceived as legitimate knowledge in the classroom (Bernstein, 1990). Through curricular documents politicians seek to control what should be selected and appropriated as educational knowledge (ibid.). However, textbooks as well as other educational texts also influence on the construction of educational knowledge, and they may be seen as powerful documents that embody, reinforce or reconstructs discourses (Apple & Christian-Schmidt, 1999; Selander & Skjelbred, 2004). This means that teachers and teacher educators become central agents for making decisions about course content through their selection of educational texts (Devis-Devis, Molina-Alventosa, Peiró-Velert & Kirk, 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark as a case in point (Svendsen & Svendsen, 2014) in order to illustrate how a sector with sporting interests through educational texts contribute to the construction of educational knowledge and the reinforcement of dominating discourses in Danish PETE. On this basis the presentation aims to exemplify the analytical scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them make reflective decisions about course content and thus act as agents for change and challengers of dominating ideologies.

M3 - Conference abstract for conference

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