ABSTRACT
This chapter explores recent and current critical pedagogies of physical education teacher education and school physical education. The chapter first explores the forms that critical pedagogies of teacher education have taken in one Australian university and one Aotearoa/ New Zealand university. Next, curriculum policy and evidence of its application in school practice in each country is examined. The examples chosen are limited to Australia and Aotearoa/New Zealand since it is in these countries that three levels of the socio-political networks in which physical education teacher education is practiced appear to be in place and, moreover, to have some degree of alignment. The author seeks not only to answer the question ‘What is critical pedagogy?’ more fully, but also to discover what these programs claim to have achieved in the name of socially critical physical education. Considered also is the extent to which these programs at university and school levels may form the basis of physical education’s response to precarity. The author concludes that, in these countries, the particular ways in which the notion of critical pedagogies of physical education are interpreted do not match the definition provided in Chapter 6, and that critical pedagogies of affect are required instead.
