A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a sense of belonging
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.028 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.016 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".