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Gill, Peter
Publications (3 of 3) Show all publications
Jerlinder, K. & Gill, P. (2012). Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion..
Open this publication in new window or tab >>Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.
2012 (English)Manuscript (preprint) (Other academic)
Keywords
review, physical education, teachers, attitudes, inclusion, disability, social justice, social recognition, redistribution
National Category
Pedagogy Sport and Fitness Sciences Social Work Social Work
Identifiers
urn:nbn:se:gih:diva-2131 (URN)
Note

At the time of Kajsa Jerlinder's dissertation the article was accepted for publishing.

Available from: 2010-05-18 Created: 2012-01-12 Last updated: 2017-01-13Bibliographically approved
Jerlinder, K., Danermark, B. & Gill, P. (2010). Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities. European Journal of Special Needs Education, 25(1), 45-57
Open this publication in new window or tab >>Swedish Primary School Teachers' attitudes to inclusion: The case of PE and pupils with physical disabilities
2010 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 1, p. 45-57Article in journal (Refereed) Published
Keywords
attitudes, physical education, inclusion, primary teacher
National Category
Pedagogical Work Social Work
Identifiers
urn:nbn:se:gih:diva-2130 (URN)10.1080/08856250903450830 (DOI)
Available from: 2009-09-09 Created: 2012-01-12 Last updated: 2017-12-08Bibliographically approved
Jerlinder, K., Danermark, B. & Gill, P. (2009). Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution. Disability & Society, 24(3), 331-342
Open this publication in new window or tab >>Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution
2009 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed) Published
Abstract [en]

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with a dilemma where the notion of ‘disability’ is perceived as ought not to matter, but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where demands are for justice and equity. Fraser’s (2000/2001) notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

Keywords
identity, social status, disability, pupils, physical education
National Category
Pedagogy Social Work
Identifiers
urn:nbn:se:gih:diva-2121 (URN)10.1080/09687590902789495 (DOI)000265293300006 ()
Available from: 2008-06-18 Created: 2012-01-12 Last updated: 2017-12-08Bibliographically approved

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