The Impact of Social Change on Inner-City High School Physical Education: An Analysis of a Teacher’s Experiential Account

in Journal of Teaching in Physical Education

Click name to view affiliation

Ang ChenArizona State University

Search for other papers by Ang Chen in
Current site
Google Scholar
Restricted access

This report analyzes changes in a traditional physical education curriculum in an inner-city high school. The analysis is based on my 14-week participant observation of classes and interviews with a veteran physical educator (Mary) who experienced community and curriculum changes during her 26-year tenure. A written chronological research narrative was examined through a framework that delineates the nature of curriculum discourses and student social capital for schooling. The findings show that the curriculum is failing because negative social changes have denied students’ access to necessary social capital for successful learning. Mary emphasized a curriculum discourse of control based on a belief of dual-responsibility that dichotomizes educational opportunity into responsibility of control for teachers and responsibility of learning for students. A grounded theory developed from the case suggests that the physical education curriculum should emphasize transformation of knowledge and skills, the person, and community culture rather than reproduction of the “official knowledge” (Apple, 1993).

The author is with the Department of Exercise Science and Physical Education at Arizona State University, Tempe AZ 85287-0701.

  • Collapse
  • Expand
All Time Past Year Past 30 Days
Abstract Views 1359 797 44
Full Text Views 15 6 0
PDF Downloads 13 4 0