En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter

Abstract

This article explores how teacher union journals in Sweden construct (1) problems related to teaching and learning assumed to be caused by pupils’ physical inactivity, and (2) solutions regarding how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where researchers, physicians, school leaders and teachers are interviewed about the potential of more physical activity in schools. The overall conclusion is that the examined teacher union journal articles connect physical activity to teaching and learning in ways that de-professionalise teachers.