Background and purpose
Acknowledging differences in contexts, the purpose of this paper is to consider how physical education and sport pedagogy (PESP) can most effectively develop a capacity to engage with academic and institutional changes in productive, proactive ways.
Summary
Directed by Manathunga & Brew’s (2012) metaphor of ‘oceans of knowledge’ to understand the spaces that now define disciplinarity and interdisciplinarity, we present two international perspectives and subsequent responses (Canada and Ireland) to (a)influences we want to have through our (research) work and how they relate to PESP, (b) our intended audience and how we reach them, (c) why what we have to share with them is important (to them and us), (d) how we bring PESP to other audiences and bring other audiences to PESP, (e) how our research reflects our role identity and vice-versa, and (f) what and whom we are accountable?
Conference theme
This paper addresses the conference theme by encouraging delegates to consider the potential to access infrastructures with ‘adjoining territories’ that afford PESP access to opportunities that we would be unlikely to secure as a freestanding international community.
Conclusions and implications
The paper encourages the PESP community to (i) be cognizant of the continued viability of PESP being categorized as an academic discipline, (ii) extend the groups / communities in which PESP is represented to increase the potential to access infrastructures with other academic communities, and (iii) encourage PESP to work with colleagues outside of PESP and find avenues through which to share their work to other national and international audiences.
Reference:
Manathunga,C. and Brew, A. (2012) Beyond Tribes and Territories: New Metaphors for New Times. In P. Trowler, M. Saunders and R. Bamber (Eds) (2012). Tribes and territories in the 21st-century: Rethinking the significance of disciplines in higher education. London: Routledge, 44-56.
