A3 Kirjan tai muun kokoomateoksen osa
Fostering intercultural competence and social justice through dance and physical education : Finnish PE student teachers’ experiences and reflections (2020)


Siljamäki, Mariana; Anttila, Eeva (2020). Fostering intercultural competence and social justice through dance and physical education : Finnish PE student teachers’ experiences and reflections. In Svendler Nielsen, Charlotte; Burridge, Stephanie (Eds.) Dancing Across Borders : Perspectives on Dance, Young People and Change. Abingdon: Routledge, 53-64. DOI: 10.4324/9781003008569-9


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Siljamäki, Mariana; Anttila, Eeva

Emojulkaisu: Dancing Across Borders : Perspectives on Dance, Young People and Change

Emojulkaisun toimittajat: Svendler Nielsen, Charlotte; Burridge, Stephanie

ISBN: 978-0-367-44257-6

eISBN: 978-1-00-300856-9

Julkaisuvuosi: 2020

Artikkelin sivunumerot: 53-64

Kirjan kokonaissivumäärä: 220

Kustantaja: Routledge

Kustannuspaikka: Abingdon

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.4324/9781003008569-9

Avoin saatavuus: Julkaisukanava ei ole avoin

Julkaisukanavan avoin saatavuus:

Julkaisun avoin saatavuus:


Tiivistelmä

This chapter focuses on the quest to develop approaches to dance and physical education that take into consideration increasingly diverse education environments. Up until a few decades ago, Finland was a relatively homogenous society. As Finland, amongst other countries, is becoming more heterogeneous through increased immigration, cultural pluralism is also becoming a more tangible issue. This chapter discusses how tertiary institutions might address issues of social inclusion and cultural pluralism within their programmes, courses and assignments and what kind of competence physical education (PE) teachers and dance teachers need when they encounter culturally diverse students. PE and dance are areas of education where embodiment is fundamental and central. However, the role of the body and nonverbal communication is often ignored and marginalised in broader debates concerning education. Tensions over cultural identity in Europe and how identity manifests within physical education and dance continue to be an issue that requires critical reflection. This chapter highlights the role of the body and applied use of physical education and dance from the viewpoint of cultural diversity and integration. The authors have delved into trainee PE teachers’ reflections on intercultural encounters that were generated in connection to experiential learning interventions in Jyväskylä, Finland, in which the students facilitated kinaesthetic language-learning workshops for asylum seekers, refugees and recently immigrated individuals and groups. The authors have sought to understand the students’ experiences rather than determine the causes behind and results emerging from the experience and aim to understand how intercultural encounters may function as transformative experiences, shifting professional dispositions towards social inclusion and cultural integration. The findings of the study are discussed in this chapter, with the focus being on the intercultural learning process of PE students whilst encountering people from different cultures.


YSO-asiasanat: kulttuuriosaaminen; kulttuurienvälisyys; sosiaalinen oikeudenmukaisuus; koululiikunta; tanssi; ruumiillisuus; liikunnanopettajat; opiskelijat; opetusharjoittelu

Vapaat asiasanat: intercultural competence; social justice; physical education; teacher training; dance; embodied language learning


Liittyvät organisaatiot


OKM-raportointi: Kyllä

Raportointivuosi: 2020

Alustava JUFO-taso: 3


Viimeisin päivitys 2020-09-07 klo 23:12