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A Curriculum of Wellness

Reconceptualizing Physical Education

Series:

Michelle Kilborn

A Curriculum of Wellness seeks to encourage a deeper discussion about teaching our children how to be healthy and live well. It makes a significant contribution to the field of education as it features influential curriculum concepts nuanced with action research principles in a unified, intimate, and deeply relational inquiry into physical education teacher practice. This work presents a very practical yet complex and wisdom-guided way to transform teaching practices that follow more holistic understandings of wellness. A new mode of curriculum inquiry, wisdom-guided inquiry, is presented, providing an opportunity to open up a fresh avenue to understand curriculum and become engaged in discussions that concern teaching, learning, and public education. An outstanding feature of this book is its transdisciplinarity. While the story is situated within physical education discipline, this book has implications for all teachers and teacher educators because it provides insights that encourage us to consider more carefully the subjective insights of teachers and to understand these as central to being and becoming a teacher. A Curriculum of Wellness is essential reading for curriculum and pedagogy scholars, teacher educators, teachers, and other health-related professionals to think differently about curriculum and pedagogy – making it a great option for many related graduate and undergraduate courses.
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Chapter 3: Locating Ourselves in Curriculum Inquiry

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LOCATING OURSELVES IN CURRICULUM INQUIRY

“Who is doing the research is just as important as what research is being done and how.”

— DAVID SMITH (2011B, P. 5)

Curriculum inquiry is the “focused investigation of a matter of public and/or private interest through asking questions; searching and (re)searching; paying attention/observing/ articulating; reading and writing; and dialogue” (Donald, 2011, p. 1). Smith (2011b) explains,

It is the regrettable truth, however, that most educational research today is so narrowly defined as to reveal the multiples ways it has become disconnected from the historical, philosophical, economic and political roots of the world in which educational practices take place. (p. 1)

Thus, as researchers we must engage in curriculum inquiry “in a manner meaningful to our own interests, preoccupations, and musings” (Donald, 2011, p. 1), and engage in our research as situated participants within the inquiry. The situatedness of inquiry involves our own backgrounds and assumptions in relation to the collective other, and requires a disposition that questions and revisits our preconceived notions of our topic (Greene, 1973).

If curriculum is about the “journey of life” and “what the older generation choses to tell younger generations” (Grumet, 1980), then “what sorts of stories ← 45 | 46 →do we wish to tell the young?… How should curriculum conceptualize the past, address our present condition, and envision the future?” (Donald, 2011, p. 1). To address these questions, I believe researchers...

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