Document Type
Journal Article
Publication Title
International Journal of Inclusive Education
ISSN
13603116
Volume
22
Issue
10
First Page
1062
Last Page
1077
Publisher
Routledge
School
School of Education
RAS ID
25748
Abstract
Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.
DOI
10.1080/13603116.2017.1414888
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Penney, D., Jeanes, R., O'Connor, J., & Alfrey, L. (2018). Re-theorising inclusion and reframing inclusive practice in physical education. International Journal of Inclusive Education, 22(10), 1062-1077. Available here