Document Type
Journal Article
Publication Title
Curriculum Studies in Health and Physical Education
Volume
13
Issue
3
First Page
214
Last Page
222
Publisher
Taylor & Francis
School
School of Education
RAS ID
46955
Abstract
This paper provides a contribution and opening to the special issue Realising curriculum possibilities: From creative readings to transformative practice. It firstly considers and expands upon issues and concepts that were foregrounded in the special issue call for papers and that variously feature in subsequent contributions within it. Conceptual linkages that were implied or assumed in the text of the call for papers and that we contend, are worthy of continued debate and exploration, are critically examined. Enactment, creative readings, transformative practice and their inter-relationships are addressed. Secondly the paper provides an introduction that offers stimulus and provocation for the readings of and responses to the special issues as a whole and individual contributions. Finally, brief comment is offered on future directions for policy research in HPE to pursue.
DOI
10.1080/25742981.2022.2126793
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Curriculum Studies in Health and Physical Education on 22 September 2022, available online: http://www.tandfonline.com/10.1080/25742981.2022.2126793.
Penney, D., & Alfrey, L. (2022). Reading curriculum policy and (re) shaping practices: The possibilities and limits of enactment. Curriculum Studies in Health and Physical Education, 13(3), 214-222. https://doi.org/10.1080/25742981.2022.2126793