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  • 1. Diketmüller, Rosa
    et al.
    Lundvall, Suzanne
    Meckbach, Jane
    Redelius, Karin
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Bodnar, Ilona
    Perenyi, Szilvia
    Vilanova, Anna
    Soler, Susanna
    Physical education and school sport and dance: pioneers and teachers2016In: Inspirational women in Europe: Making a difference in physical education, sport and dance / [ed] Rosa Diketmüller, Juiz de Fora NGIME/UFJF , 2016, p. 73-142Chapter in book (Other academic)
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  • 2.
    Fabri, Anna
    et al.
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Mattsson, Torun
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Betydelsen av praktisk personlig färdighet i idrottslärarutbildningen2009In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 23-41Article in journal (Refereed)
    Abstract [en]

    The article discusses the importance of personal sporting skills in PE Teacher Education. The article is based on interviews with a group of teachers in PE Education. They were interviewed about how they perceive the needs of skills in PE Students. The article also discusses the diminished importance in PE Education of the need of physical literacy. A particular focus is on the discussion of personal skills in dancing and in ball games. The results show that there is a difference between how the PE educators talk about personal skills in dance and in ball games. There is consensus concerning the importance of the need for good personal ability in dancing, which also permeates the exams that the students are doing. In ball games, on the other hand, the discussion underlines the importance of general skills in coaching and leadership rather than personal skills in various ball games, in order to create good learning situations for different groups of pupils.

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  • 3.
    Gripson, Martha Pastork
    et al.
    University of Borås.
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Andersson, Ninnie
    University of Gothenburg.
    What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective2021In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 111, no 1, p. 46-69, article id 00345237211009255Article in journal (Refereed)
    Abstract [en]

    This study problematizes becoming early childhood teachers' possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept "aesthetic" was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children's social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.

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  • 4.
    Gripson, Märtha
    et al.
    Halmstad University.
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV). Malmö universitet.
    Lindqvist, Anna
    Umeå University.
    “It ended up being a bit too advanced”: Discourses on dance collaborations in a Swedish holistic educational landscape2023In: Dance Articulated, E-ISSN 2703-8327, Vol. 9, no 1Article in journal (Refereed)
    Abstract [en]

    It is well-known that art and cross-sectoral collaborations are needed and have value in the educational sector. The aim of this article is to describe and problematise beliefs, norms, and experiences that are articulated in descriptions of collaboration surrounding dance teaching in educational contexts in Sweden. This article rests on social constructionist perspectives and is informed by discourse analysis to problematise the experiences of collaboration regarding dance education. The empirical material consists of focus group interviews with dance teachers, pre-school teachers, and school-age educare center teachers. Analysis is focused on the discourses that occur in the empirical material, where different educators describe their experiences of collaborations. Three discourses emerge in the result: first, dance as an eraser; second, the dance teacher as inspirer and physically competent; and finally, ‘Jack in the box’—dance as collaboration? The conclusion drawn from the results is that cooperation is common, but collaborations are not. If one intends to develop shared values, alignment, and equal power relations, collaboration is required. The importance of combining dance competence with pedagogical competence adapted to the specific educational setting is essential.

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  • 5.
    Jansson, Alexander
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    EQUALITY IN PHYSICAL EDUCATION IN SWEDEN DURING TWO DECADES2022Conference paper (Other academic)
    Abstract [en]

    Introduction: Education equality is a central goal in well-fair states around the world. In Sweden, the school and the subject physical education (PE) should be equal and compensate for students’ different backgrounds, e.g. socioeconomic, - and migration background. Although equality is a central goal, little is known about how equality in PE has changed during the last decades (Jansson et al., 2021). One approach to study equality is to analyze how grades for biological siblings correlate – this captures all aspects that siblings share, among others, socioeconomic, - and migration background. Although this approach is well established in educational research, there are no studies in PE-research (Jansson et al., 2021). As a result, there is limited knowledge about the extent to which students’ backgrounds have affected their grades in PE. Therefore, the aim of this study is to analyze how equality in PE in Sweden has changed over the last two decades. 

    Method: The method is based on quantitative analyzes of students’ (N = 5,848,642) grades in PE, between the years 1999-2019. The method is based on analyzing correlations between siblings’ grades, using variance decomposition. More precisely, analyzing the correlation between full siblings, born within a three-year window, and their annually standardized grades in PE. In addition to socioeconomic, - and migration background, the measure takes into account all the aspects that full siblings share, such as: upbringing, genetic factors, living conditions, parenting and regional factors. 

    Results: In relation to the total variation in students’ grades in PE, the proportion explained by variation between siblings has increased between the years 1999-2019. That is, the results indicate that the importance of students’ family background, over the past two decades, has become more important for students’ grades in PE. Furthermore, the largest increase in sibling correlation is found within the group of students born abroad.

    Discussion: The results indicate that equality in PE in Sweden has deteriorated. This can be explained by that, between 1999 and 2019, (i) the student group has become more heterogeneous, i.e., it has become more difficult to compensate for students’ different backgrounds; (ii) PE has become worse at compensating for students with different backgrounds, e.g. lower socioeconomic background.

    Reference: Jansson, A., Sundblad, G. B., Lundvall, S., Bjärsholm, D., & Norberg, J. (2021). Students’ perceived learning in physical education: variations across students’ gender and migration background in Sweden. Sport, Education and Society, (1)1-13. Doi.org/10.1080/13573322.2021.1878129

  • 6.
    Knez, Kelly
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Putting gender back on the agenda: women in sport pedagogy2018In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 15, no 1, p. 111-113Article in journal (Other academic)
  • 7.
    Larsson, Håkan
    et al.
    Swedish Sch Sport & Hlth Sci, Sport Sci, Specialisat Educ, Stockholm, Sweden.
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Ferry, Magnus
    Umeå Univ, Dept Educ, Umeå, Sweden..
    (Non-)Diversity and cultural (re)production in physical education teacher education: a Swedish example2022In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 13, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.

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  • 8.
    Lindberg, Matilda
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV). Malmö University, Disciplinary literacy and inclusive teaching.
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    How much circus is allowed?: Challenges and hindrances when embracing risk in physical education2022In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Introduction: Research has indicated that Physical Education (PE) is often characterized by teacher-centred teaching (e.g. Byra 2006; Tinning 2010), where the pupils follow instruction and perform pre-established movements (Karlefors and Larsson 2018). Pupils are expected to listen, do as they are told, and follow rules (Fitzpatrick and Russell 2015; Quennerstedt 2013). PE teaching has been described as an act of control (Quennerstedt 2013), and teachers face the dilemma of letting go of control and still having enough control to make sure that the lesson smoothly moves forward (Alfrey and O'Connor 2020). However, when the pupils are given more power and the teacher applies student-centred teaching, the pupils get to come up with ideas and make decisions (e.g. Byra 2006; Garrett and Wrench 2018; Mattsson and Larsson 2021). This is significant because it can develop PE and contribute to meaning making among pupils and their experiences of movement. This article aims to analyse the use of exploratory circus assignments in PE teaching and to discuss this in relation to current school norms. Biesta's (The Beautiful Risk of Education [Paradigm Publishers 2014]) concept of risk, which means not knowing the outcome, is used. The article problematizes pupils' own ideas and suggestions in relation to prevailing norms in school. What happens when pupils participate in teaching based on exploratory circus assignments? Exploration, playfulness, and expression were focused, and the lessons were characterized by the absence of primary focus on competitiveness as a counterweight to traditional PE content. Methods: A research teacher (a university teacher with experience teaching school PE and circus) conducted 10 lessons together with 20 pupils (aged 10) and their PE teacher using exploratory circus assignments. Data was collected through participant observation, video observation, and field diary. The data analysis generated three themes, Following instruction, Limited exploration, and Shared power, that were reviewed in relation to the theoretical framework. Results: The results show that the research teacher and the PE teacher resisted embracing risk in PE due to the prevailing norms and what Biesta (2014) describes as the practice of schooling. They focused on keeping the pupils in order rather than being flexible and open to unknown outcomes. The exploratory circus assignments involved risk to different extents, and the research teacher's tendency to embrace risk increased over time. Her letting go of control enabled her to embrace risk. It did not mean a total relinquishment of control, but rather not having exclusive control over the decision-making and meaning-making processes. When she shared the power with the pupils, new and other movements could be explored. The results show that pupils' actions can be more educative than what teachers initially consider. Conclusion: Teachers need to relinquish control to conduct teaching which embraces risk. Doing so enables them to share power with the pupils, which allows pupils to explore and discover different ways of moving and using the material. Exploratory circus assignments can enable risk embracement in PE and function as a way for teachers to reflect upon pedagogical considerations and practice the sharing of power with their pupils.

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  • 9.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Dance as expression in physical education? Aesthetic experiences, identities, and unusual learning processes2017In: Exploring identities in Dance: Proceedings from the 13th World Congress of Dance and the Child International, Ausdance ACT , 2017Conference paper (Refereed)
    Abstract [en]

    Dance has been a part of physical education (PE) in several countries for a long time. It is, however, marginalized in PE in Sweden and there is a gap between the ambitious goals in the curricula and the actual teaching of dance. Many PE teachers feel generally uncertain about the role of dance in their subject and are insecure about teaching it. PE appears to be dominated by a multiactivity model, underpinned by discourses on health and fitness alongside the logic of sport as bodily movement practices aimed at competition. The aim of this paper is to discuss whether dance and aesthetic experiences can help broaden the understanding and use of the body within PE as part of an identity process. The theoretical references draw on the pedagogue John Dewey’s (1934/2005) concepts of experiences and aesthetic judgments. The sociologist Thomas Ziehe’s (1986) concept of unusual learning processes is also used to discuss challenges for students’ learning. A pedagogical intervention study, consisting of eight PE lessons with dance inspired by Rudolf Laban (1948/1988), was carried out over three classes at a Swedish high school. The empirical material consisted of videotaped lessons, teachers’ interviews, and students’ written narratives. The results show that the aesthetic dimensions of movement and dance as expression challenge students in PE and offer new learning experiences and, therefore, can be a part of an identity process. Instead of imitating and reproducing movements, the students have an intention to express feelings through dance and create unpredictable movements. PE teachers can use more student- centered teaching instead of direct teaching with its specified movements as a form of social control. New dimensions to subjective experiences and the sensual body can then be given space in PE as a counterweight to sports-related physical activities.

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  • 10.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Dance as expression in physical education? Aesthetic experiences, identities and unusual learning processes2015Conference paper (Other academic)
    Abstract [en]

    Dance has been a part of physical education (PE) in several countries for a long time. Dance is marginalized in PE in Sweden and there is a gap between the ambitious goal in the curricula and the actually teaching in dance. Many PE teachers generally feel uncertain about the role of dance in their subject and are insecure how to teach it. PE appears to be dominated by a multiactivity model, underpinned by discourses of health and fitness alongside the logic of sport as bodily movement practices aimed at competition. The aim is to discuss whether dance and aesthetical experiences can help broaden understandings of the body and the use of the body within the subject as a part of an identity process. Such a discussion can also add new dimensions to the debate on the nature and purposes of PE. The theoretical references draw on the pedagogue John Dewey's (1934/2005) concepts of experiences and aesthetical judgements. The sociologist Thomas Ziehe´s (1982/1986) concept of unusual learning processes is also used to discuss challenges for students' learning. An intervention study, consisting eight PE lessons with dance inspired by Rudolf Laban (1948/1988), was carried through in three classes on high school level in the compulsory school. The empirical material consists of videotaped lessons and students' written narratives. The results show that aesthetical dimensions of movements and dance as expression challenge students in PE and offer new learning experiences and therefor is a part of an identity process. Instead of imitating and reproducing movements the students have an intention to express feelings through dance and create unpredictable movements. The PE teachers use more student centered teaching instead of using direct teaching with specified movements as a form of social control. New dimensions of subjective experiences and the sensual body are given space in PE as a counterweight to sport-related physical activities.

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  • 11.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Dansens position i ämnet idrott och hälsa2015In: Kunskapande i dans: om estetiskt lärande och kommunikation / [ed] Britt-Marie Styrke, Liber, 2015, p. 53-69Chapter in book (Other academic)
    Abstract [sv]

    Avsikten med detta kapitel är att belysa och diskutera dans i ämnet idrott och hälsa. Det huvudsakliga syftet är att undersöka dansens position som pedagogisk diskurs i ämnets kursplaner över tid. Med utgångspunkt i styrdokumenten identifieras olika kunskapsområden inom dans, samt vilka värden och vilken mening i dans som finns representerade i ämnet idrott och hälsa.

  • 12.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Expressiva dansuppdrag: utmanande läruppgifter i ämnet idrott och hälsa2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to highlight and discuss teachers’ and students’ meaning-making processes in the performance of expressive dance assignments as part of the curriculum in Physical Education (PE). Using a theoretical framework that draws upon John Dewey’s transactional perspective, the analysis of teaching, learning processes, and expressive dance as part of the curriculum of the subject takes its starting point in practical experiences. In a pedagogical intervention, four PE teachers and 68 secondary school students participated. A dance theme was created with its basis in Laban’s framework of movements, in order to create experiences of movement and aesthetic expression. Multiple methods, such as video recordings of teaching, interviews with teachers, and students’ narratives in logbooks, were used to highlight the research questions of this thesis from different perspectives. The concept of transaction as well as practical epistemology analysis (PEA) was applied in the analysis of teaching, movement patterns, and students’ texts. The term risk was used to analyze the pedagogical consequences of teaching. The study shows that the participating teachers altered their methods of teaching, becoming pedagogues creating opportunities for the exploration of movements rather than delivering instructions for dance steps. The teachers developed new habits, which facilitated nuanced and differentiated interplays with the surroundings, as well as the ability to take and manage risks in teaching. Altered teaching content in the form of expressive dance assignments provided opportunities for reintroducing aesthetic aspects of movements to the subject of PE, leading to a shift of focus to the purpose and meaning of movements. The teachers discovered new groups of students, who did not ordinarily dominate the PE classes. Furthermore, the study shows that expressive dance assignments disrupt the gender coding of movements in PE. This thesis shows that bodying is a valuable skill, and that Laban’s framework of movements provides teachers and students with tools and a language that can be used to clarify the learning in PE. Additionally, aesthetic learning processes are highly important aspects of a bodily practice when it comes to understanding oneself and others better. The study also shows that teaching focused on exploration combined with expressive dance assignments can challenge the patterns of competition and ranking that exist within PE.

  • 13.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Meningsskapande processer i möten med expressiv dans i ämnet idrott och hälsa2016Conference paper (Other academic)
    Abstract [sv]

    Ämnet idrott och hälsa står inför ett antal utmaningar. Tidigare forskning visar att ämnet består av ett smörgåsbord av aktiviteter, där det huvudsakliga syftet går ut på att lära sig en sund livsstil samtidigt som ämnet verkar befinna sig i en tävlings- och rangordningslogik. Ämnet tycks inte heller inkludera alla elever, och pojkar med erfarenheter från föreningsidrotten (vanligen lagbollspel) tillåts dominera undervisningsinnehållet. Dans förekommer sparsamt och behandlas vanligen utifrån fysiska aspekter. Syftet i denna ämnesdidaktiska studie är att belysa och diskutera lärares och elevers meningsskapande processer när expressiv dans iscensätts i ämnet idrott och hälsa inom ramen för en pedagogisk intervention. Fyra lärare och 68 elever på en högstadieskola deltog i ett tema med expressiv dans med utgångspunkt i danspedagogen Rudolf Labans rörelseramverk. Det empiriska materialet består av lärarintervjuer, elevers loggböcker och videoobservationer. Analyser gjordes med avstamp i pedagogen John Deweys pragmatism, där ansatsen riktas mot ömsesidigheten i människors handlingar i samspel med omgivningen. Centrala begrepp i analysen är estetisk erfarenhet, meningsskapande och vanor. Resultaten visar att lärarna förändrade sin undervisning och arbetade med utforskande läruppgifter. Labans rörelseramverk blev ett viktigt verktyg för att kunna hantera estetiska rörelseuppdrag med icke förutbestämda rörelser. Lärarna upptäckte nya elever, andra än de som brukar dominera idrottsundervisningen. Eleverna lärde sig individuellt och i samspel med andra att uttrycka känslor och tankar genom rörelser. Vidare bidrog utforskande dansuppdrag till att rubba elevers vanor och att bryta invanda mönster. Eleverna tog ansvar för sina lärprocesser, där fokus låg på rörelsens mening och inte dess funktion.

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  • 14.
    Mattsson, Torun
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    There are no right or wrong ways: PE teachers´experiences of teaching expressive dance in physical education2015Conference paper (Other academic)
    Abstract [en]

    Introduction It is agrued that the use of expressive dance can question gender stereotypes in physical education (PE). Dance has been a part of the PE curriculum in several countries for a long time. Inspite of this studies demonstrate that teaching dance in PE is rare and aesthetical perspectives on moving bodies are absent. The purpose is therefore to investigate PE teachers’ experiences of using expressive dance as a learning object and explore whether dance can help broaden understandings of essence and potential of physical education. Method Pre and post semi structured interviews (Thomssen, 2004) have been used to ’give voice’ to PE teachers’ experiences in combination with videotaped observations (Öhman & Quennerstedt, 2012) during a dance theme in PE. Data collection is focusing on teachers’ actions and talk but taking the whole didactic system into account: the knowledge intended to be learned, teachers’ strategies and the context (Amade-Escot, 2006). The empirical material consist of eight interviews with four PE teachers and 24 observed PE lessons. Results PE teachers describe a feeling of freedom and that teaching expressive dance have broadened their perceptions of what and how students learn. Rather than imitating movements the focus has changed to the students themselves create and reflect on their movements. Teachers have discovered new students than those who tend to dominate the sport teaching. Teachers also recognize that boys and girls co-operate and that girls take as much space as boys do. Discussion Underscoring John Dewey’s (1934/2005) thoughts of bodies in transaction with their social, cultural and physical surroundings, these are brought into conversations with feminist scholars (Sullivan 2001) to expand the thinking about the body such as the role of habit and meaning. Expressive dance as non-competition and including non predetermined movements can challenge a masculine-coded subject. Such a discussion can add new dimensions to the debate on the nature and purposes of a sustainable physical education. References Amade-Escot, Chantal (2006). Student learning within the didactique tradition. In: D. Kirk, D.Macdonald & M.O´Sullivan (eds.), The handbook of physical education. London: Sage Publication, pp. 347-365. Dewey, J. (1934/2005). Art as experience. New York: Penguin Group. Thomssen, Heléne (2004). Reflexiva intervjuer. Lund: Studentlitteratur. Öhman, M. & Quennerstedt, M. (2012). Observational studies. In: K. Armour, & D. Macdonald. Research in physical education and Youth Sport. London: Routledge, pp. 189-203.

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  • 15.
    Mattsson, Torun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Heikkinen, Satu
    Karlstad universitet.
    Relation2022In: Hur kan vi förstå rörelse?: Labans rörelseramverk, sociologi och didaktik / [ed] Christopher Engdahl; Satu Heikkinen; Markus Arvidson, Stockholm: Liber, 2022, 1, p. 192-236Chapter in book (Other academic)
  • 16.
    Mattsson, Torun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Larsson, Håkan
    'There is no right or wrong way': exploring expressive dance assignments in physical education2021In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, no 2, p. 123-136Article in journal (Refereed)
    Abstract [en]

    Background: Research has indicated that an aesthetic perspective on movement is lacking in physical education and that exploratory teaching assignments are rare. Purpose: The aim of the paper is to explore how PE teachers approach the issue of teaching expressive dance and which learning processes students are involved in while dancing. Participants, research design and data collection: Sixty-eight students from three different secondary school classes and four PE teachers at one municipal school in Sweden participated in a pedagogical intervention. A dance education unit built around Rudolf Laban's framework of movement was video recorded. Careful attention was paid to ethical considerations. Data analysis: Using Dewey's transactional perspective as a holistic starting point contributed to dissolve the dualism between individuals and the environment (Dewey and Bentley 1949/1991). The analysis was informed by practical epistemology analysis [Wickman, P.-O., and L. ostman. 2002. "Learning as a Discourse Change: a Sociocultural Mechanism." Science Education 86 (5): 601-623], where the terms gaps, relations and encounters were applied to distinguish various types of transactions. The concept of risk [Biesta, G. 2013. The Beautiful Risk of Education. Boulder: Paradigm Publishers] was utilised to explore how teachers' pedagogical methods interacted with the environment in the pedagogical intervention. Findings: Most transactions occurring during the dance unit were interpreted as narrow transactions, meaning that the students' actions followed responses to the teachers' initiation of a dance assignment. Expanded transactions occurred when the students were given the opportunity and responsibility to find their own solutions to dance assignments. This is interpreted as leading to an expanded purpose, which involves new ways of moving. Interrupted transactions, i.e. when actions were stopped and no encounters occurred, were observed in the form of students hesitating or avoiding participation. Teaching methods involving a certain degree of risk enable creative and non-predetermined movements. The use of unfamiliar music avoided a reproduction of stereotypical dance styles. Dimmed lighting in the sports hall and the opportunity to work in separate rooms helped the students negotiating environmental risks by attending to the organisation and aesthetics of the space. Conclusions: Expressive dance assignments can take teaching in PE in new and expanded directions. The teachers programmed gradually more risks into their lessons, which in line with Biesta's understanding (2013) enabled the students to explore new and unpredictable movements. The students developed new ways of expressing themselves and were able to focus on the meaning of the movements. Expressive dance assignments are well suited to an exploratory method of teaching and this interplay can challenge existing logics of competition and ranking in PE.

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  • 17.
    Mattsson, Torun
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Lundvall, Suzanne
    The position of dance in physical education2015In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 20, no 7, p. 855-871Article in journal (Refereed)
    Abstract [en]

    Dance has been a part of the physical education (PE) curriculum in several countries for a long time. In spite of this, studies demonstrate that the position of dance in the subject of PE is contested and that little time is devoted to dance. The overall aim of this article is to examine the position of dance as a pedagogical discourse in Swedish steering documents over time. The empirical material consists of five Swedish curricula for PE over a period of 50 years (1962–2011). Discourse analysis is used to identify organised systems of meaning, including privileged and prioritised values. Our theoretical frame of reference draws on Bernstein’s concept of codes. Three different knowledge areas within dance are found in the text material: ‘dance as cultural preserver’, ‘dance as bodily exercise’ and ‘dance as expression’. Three pedagogical discourses emerge from these knowledge areas: an identity formation discourse, a public health discourse and an aesthetic discourse. The identity formation discourse in earlier curricula focuses on the perpetuation of Swedish and Nordic cultural traditions, while in later curricula, it emphasises the construction of a broader multicultural identity formation related to the understanding of different cultures. The public health discourse constitutes a prioritised understanding of dance as physical training related to a healthy lifestyle. The aesthetic discourse, which has the weakest position over time, represents the valuing of embodied experiences and feelings expressed through movements. This discourse is closely linked to the construction of gender. Over time, a new performance code came to surpass the former competence code in the steering documents. The performance code positions dance in PE as mainly a physical activity with little artistic or aesthetic value. The pedagogical discourse of dance remains within a highly disciplinary framework of social control.

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  • 18.
    Mattsson, Torun
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Pastorek Gripson, Märtha
    Högskolan i Halmstad.
    Dancing with digital tools: Discourses on teaching and learning in school-age educare in Sweden2023In: The IAFOR International Conference on Education - Hawaii 2023 Official Conference proceedings, The International Academic Forum , 2023, p. 491-503Conference paper (Refereed)
    Abstract [en]

    Internationally, there is a growing interest in School-Age Educare and the meaning of aesthetic aspects of teaching and learning in educational settings. Even if dancing is beneficial for human wellbeing and can be understood as both a physical activity as well as an aesthetic expression there are few studies that examine dance in School-Age Educare. Dance as an aesthetic expression can be linked to femininity which adds challenges in educational practice. According to UNICEF, dancing is one way for children to develop imagination, creativity, and social skills. Therefore, this study aims to critically examine the prerequisites for teaching and learning dance in School-Age Educare in Sweden. This study sheds light on discursive constructions made by school-age educators when they reason around dance in their education. The empirical material consists of six semi-structured interviews with eighteen educators in sex School-Age Educares in Sweden. Mainly two discourses of how dance is constructed appear in the material. Firstly, a discourse on dance as a joyful “learning” activity. Secondly, a discourse on “teaching” dance by using digital tools. The results show that it is challenging for the educators to encourage pupils while managing the risk that dance as a feminine activity is consolidated. Moreover, in its current form, there is a shortcoming of possibilities for pupils ́to develop their own creativity in dance. Finally, the educators lack the know-how to develop pupils ́ dance skills beyond what they already know.

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  • 19.
    Pastorek Gripson, Märtha
    et al.
    Högskolan i Halmstad.
    Mattsson, Torun
    Malmö University, Faculty of Education and Society (LS), Department of Sport Sciences (IDV).
    Andersson, Ninnie
    Göteborgs universitet.
    Förutsättningar för estetiska erfarenheter i dans inom förskollärarutbildning2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022Chapter in book (Other academic)
1 - 19 of 19
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