📖Program Curriculum
Project details
There has been considerable interest around the notion of pupil voice within physical education (PE) in recent years. Increasingly, teachers are seeking to engage with pupils’ voices in an effort to ensure that PE curricula are relevant and meaningful and serve to provide positive experiences within the subject. However, whilst such efforts are welcomed, there remains little research around how teachers are seeking to engage with pupils’ voices and the relative success (or otherwise) of their various approaches. Whilst pupils’ voices have much potential to positively impact on PE curriculum and practice, it is important to ensure that their voices are facilitated in authentic ways and that efforts to engage with pupils’ voices are not tokenistic (Hooper and Sandford, 2021). Indeed, calls have been made in this regard for the development of ‘pedagogies for voice’ which might ensure that pupils’ voices are facilitated in a more authentic and integral way within PE (Hooper, 2018).
The proposed project will, therefore, seek to work with pupils and teachers to co-construct ‘pedagogies for voice’ within PE. Adopting a participatory approach, the project will draw upon creative and innovative methods to engage pupils and teachers in conversations about how pupil voice can effectively be facilitated as part of PE. It will seek to co-construct approaches for facilitating pupils’ voices, outlining mechanisms by which pupils’ thoughts, feelings and experiences within the subject can be heard, listened to and, importantly, acted upon. The proposed project has significant potential to influence both policy and practice within PE and will contribute to ensuring that the subject remains relevant and meaningful for pupils, providing them with positive experiences within the subject.
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