"I have slapped them but I haven’t slapped them really": Epistemic Quality for Equitable Learning through Physical Education in France

Abstract : This paper focuses on the epistemic quality of content through a case study of a series of dance lessons at a secondary school in Rennes, France. The study was conducted with a class of 14- to 16-year-old students and their teacher in November 2015 at the school, located in a Sensitive Urban Zone characterised by social, cultural and ethnic diversity. The epistemic structuration of dance is a complex issue (Loquet, 2016). How to define the movements that are performed in terms of technique, seen as a repertoire of codified movements brought from the outside, and expression, seen as sensitive and imaginative activity, lived from the inside? Further, dance teaching is often seen as an antinomy between imitation, through a prescriptive and modelling approach, and improvisation, rather than through an emerging and liberating approach. We consider the quality of teacher-student interaction in providing an epistemic quality of knowledge and respect for the imagination and inventiveness of the students. The approach to the study is based on the Joint Action Theory in Didactics (Sensevy, 2012; Gruson, Forest and Loquet, 2012).
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Communication dans un congrès
WERA 2017 Focal Meeting/Hong Kong Education Research Association International Conference, Nov 2017, Hong-King, China. 2017
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Dernière modification le : jeudi 29 novembre 2018 - 16:36:03
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Brian Hudson, Monique Loquet, Frédéric Benberghout, Meinert Meyer, Anke Wegner. "I have slapped them but I haven’t slapped them really": Epistemic Quality for Equitable Learning through Physical Education in France. WERA 2017 Focal Meeting/Hong Kong Education Research Association International Conference, Nov 2017, Hong-King, China. 2017. 〈hal-01729112〉

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