Casey & Larsson QUEST 18 -Groundhog Day .pdf (232.3 kB)

“It’s Groundhog Day”: Foucault’s governmentality and crisis discourses in physical education

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journal contribution
posted on 19.03.2018 by Ashley Casey, H. Larsson
Dominant discourses in physical education research center on subject wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as “a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way”). This paper scrutinizes this position through Foucault’s lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens research functions as a shaper of contemporary understanding, and becomes a means for intervention by ‘experts’. The paper is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day.

History

School

  • Sport, Exercise and Health Sciences

Published in

Quest

Volume

70

Issue

4

Pages

438-455

Citation

CASEY, A. and LARSSON, H., 2018. “It’s Groundhog Day”: Foucault’s governmentality and crisis discourses in physical education. Quest, 70(4), pp. 438-455.

Publisher

Taylor & Francis (Routledge) © National Association for Kinesiology in Higher Education (NAKHE)

Version

AM (Accepted Manuscript)

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Quest on 04 Apr 2018, available online: https://doi.org/10.1080/00336297.2018.1451347]

Acceptance date

06/03/2018

Publication date

2018-04-04

Copyright date

2018

ISSN

0033-6297

Language

en

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