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A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a sense of belonging

Published online by Cambridge University Press:  15 December 2021

Kathryn Riley Open the ORCID record for Kathryn Riley [Opens in a new window]  and
Lynden Proctor
Kathryn Riley*
Affiliation:
School of Public Health, University of Saskatchewan, Saskatoon, SK, Canada
Lynden Proctor
Affiliation:
Saskatoon Public Schools, Saskatoon, SK, Canada
*
*Corresponding author. E-mail: kathryn.riley@usask.ca
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Abstract

Physical education (PE) is a site that brings categories of difference under erasure, presenting a wicked problem for how a sense of belonging is cultivated for all learners to foster physical activity, health and wellbeing across the lifespan. This article explores how, we, as two teachers of PE, turned to postqualitative and ‘new’ materialist inquiry to generate a sense of belonging within a PE/environmental education nexus. Taking up Karen Barad’s agential realism and Gilles Deleuze and Félix Guattari’s rhizome, we conceptualise this PE/environmental education nexus as a transdisciplinary approach to curriculum that enacts a knowing/being/thinking/doing between, and across, borders, boundaries, categories, fields and practices. We then show how this nexus was actualised in our teaching practices through two vignettes. As transdisciplinary approaches to curriculum are grounded in the lived, embodied and embedded (micro) politics of location, individuals are imbued with affective obligation to enact affirmative patterns of relating moment-to-moment. This means that a sense of belonging is always imminent, invented and co-created, bringing attention to situated obligations to enact good relations with ourselves, each other and wider planetary systems.

Keywords

material/discursive entanglementsnew materialismphysical education/environmental education nexuspostqualitative researchrhizomic assemblages of relationssense of belongingtransdisciplinary approaches to curriculum
Type
Article
Information
Australian Journal of Environmental Education , Volume 38 , Special Issue 3-4: Post-qualitative inquiry: Theory and practice in environmental education , September 2022 , pp. 267 - 278
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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