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This book presents a detailed analysis of the experiences of
(minority ethnic) physical education (PE) teachers in both schools
and higher education contexts. It examines and questions the lack
of ethnic diversity in PE teacher education in high-income
developed countries and suggests important new directions for
transformative pedagogy to address the ‘whiteness’ of PE. The
book draws on auto-ethnographical research conducted in Sydney,
Australia—one of the world’s most culturally diverse
cities—and in cities of the United Kingdom. The study is rooted
in the concept of ‘trans-locality’, the networks that extend
beyond the immediate community. It explores the challenges faced by
PE teachers in culturally diverse workplaces, and the
interconnections between place, institutions, and the parallel
processes of mobility and globalisation. To understand and theorise
the myriad of interactions and practice around diversity,
differences, and social justice among lecturers, teachers, and
students across the two locations, the book offers an emerging area
of scholarship that focuses on a trans-local perspective in
diversity and inclusion in Physical Education Teacher Education
(PETE). Diversity, Difference and Social Justice in Physical
Education will be of significance to those who manage, teach, and
research issues associated with diversity and advocate for
diversifying the teaching workforce in PETE.
Schooling has long been held responsible for the health and
well-being of children. However, against an international
background of rising concern about students' performance and
well-being, schools and teachers have faced escalating expectations
of their health-related work. While various stakeholders have ideas
about what teachers' health work entails, we know little about
teachers' contributions, engagement and personal satisfaction with
this work. As teachers' work represents a significant national
investment, insight into the cost-benefit of teachers' health work
is vital to establishing the broader economic contribution of
schools to society. Teachers as Health Workers offers a critical
perspective on these matters, documenting the day-to-day work of
Australian teachers as they grapple with the challenges, and joys,
of balancing education and health-related responsibilities. Whilst
shifts in policy, economics and globalisation influence localised
enactment of teachers' health work, the economic modelling,
theorising and methodological innovations of this research address
enduring themes and challenges. Consequently, this book's critical
perspective reveals policy-practice gaps in government strategies
seeking to create a healthy and productive population. The book
will inform education, health and industrial policies and provide
direction for teachers' initial or ongoing preparation as health
workers.
Schooling has long been held responsible for the health and
well-being of children. However, against an international
background of rising concern about students' performance and
well-being, schools and teachers have faced escalating expectations
of their health-related work. While various stakeholders have ideas
about what teachers' health work entails, we know little about
teachers' contributions, engagement and personal satisfaction with
this work. As teachers' work represents a significant national
investment, insight into the cost-benefit of teachers' health work
is vital to establishing the broader economic contribution of
schools to society. Teachers as Health Workers offers a critical
perspective on these matters, documenting the day-to-day work of
Australian teachers as they grapple with the challenges, and joys,
of balancing education and health-related responsibilities. Whilst
shifts in policy, economics and globalisation influence localised
enactment of teachers' health work, the economic modelling,
theorising and methodological innovations of this research address
enduring themes and challenges. Consequently, this book's critical
perspective reveals policy-practice gaps in government strategies
seeking to create a healthy and productive population. The book
will inform education, health and industrial policies and provide
direction for teachers' initial or ongoing preparation as health
workers.
This book presents a detailed analysis of the experiences of
(minority ethnic) physical education (PE) teachers in both schools
and higher education contexts. It examines and questions the lack
of ethnic diversity in PE teacher education in high-income
developed countries and suggests important new directions for
transformative pedagogy to address the 'whiteness' of PE. The book
draws on auto-ethnographical research conducted in Sydney,
Australia-one of the world's most culturally diverse cities-and in
cities of the United Kingdom. The study is rooted in the concept of
'trans-locality', the networks that extend beyond the immediate
community. It explores the challenges faced by PE teachers in
culturally diverse workplaces, and the interconnections between
place, institutions, and the parallel processes of mobility and
globalisation. To understand and theorise the myriad of
interactions and practice around diversity, differences, and social
justice among lecturers, teachers, and students across the two
locations, the book offers an emerging area of scholarship that
focuses on a trans-local perspective in diversity and inclusion in
Physical Education Teacher Education (PETE). Diversity, Difference
and Social Justice in Physical Education will be of significance to
those who manage, teach, and research issues associated with
diversity and advocate for diversifying the teaching workforce in
PETE.
Pre-service and beginning teachers have to negotiate an unfamiliar
and often challenging working environment, in both teaching spaces
and staff spaces. Workplace Learning in Physical Education explores
the workplace of teaching as a site of professional learning. Using
stories and narratives from the experiences of pre-service and
beginning teachers, the book takes a closer look at how
professional knowledge is developed by investigating the notions of
'professional' and 'workplace learning' by drawing on data from a
five year project. The book also critically examines the literature
associated with, and the rhetoric that surrounds 'the practicum',
'fieldwork' 'school experience' and the 'induction year'. The book
is structured around five significant dimensions of workplace
learning: Social tasks of teaching and learning to teach
Performance, practice and praxis Identity, subjectivities and the
profession/al Space and place for, and of, learning Micropolitics
As well as identifying important implications for policy, practice
and research methodology in physical education and teacher
education, the book also shows how research can be a powerful
medium for the communication of good practice. This is an important
book for all students, pre-service and beginning teachers working
in physical education, for academics researching teacher
workspaces, and for anybody with an interest in the wider themes of
teacher education, professional practice and professional learning
in the workplace.
Pre-service and beginning teachers have to negotiate an unfamiliar
and often challenging working environment, in both teaching spaces
and staff spaces. Workplace Learning in Physical Education explores
the workplace of teaching as a site of professional learning. Using
stories and narratives from the experiences of pre-service and
beginning teachers, the book takes a closer look at how
professional knowledge is developed by investigating the notions of
'professional' and 'workplace learning' by drawing on data from a
five year project. The book also critically examines the literature
associated with, and the rhetoric that surrounds 'the practicum',
'fieldwork' 'school experience' and the 'induction year'. The book
is structured around five significant dimensions of workplace
learning: Social tasks of teaching and learning to teach
Performance, practice and praxis Identity, subjectivities and the
profession/al Space and place for, and of, learning Micropolitics
As well as identifying important implications for policy, practice
and research methodology in physical education and teacher
education, the book also shows how research can be a powerful
medium for the communication of good practice. This is an important
book for all students, pre-service and beginning teachers working
in physical education, for academics researching teacher
workspaces, and for anybody with an interest in the wider themes of
teacher education, professional practice and professional learning
in the workplace.
Political intrigue is an exciting new novel, it is a definite must
have book. The story begins in the White House. A prominent
political dissident from China informs the U.S President that while
he was being detained as a political prisoner, the Chinese
authorities had brutally tortured him. The American President
immediately realizes that if the world was told about this horrible
torture that had taken place that the good relations between the
democratic world and Communist China would be ruined. While all of
this is happening, the international community is suddenly thrown
in to a state of mass confusion when radical terrorists threaten to
use weapons of mass destruction upon the nation of Israel. These
dangerous terrorists successfully manage to kidnap an important
nuclear scientist and they force him to build military weapons for
them. There is great action and excitement on every page.
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