Curriculum Liquefaction (Shifting Sands) in Senior School Physical Education in New Zealand: Critical Pedagogical Approaches and Dilemmas

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This article explores the ongoing evolution of a critical approach to teaching physical education in senior school physical education (SSPE) within a New Zealand context. The nature and development of SSPE is briefly discussed in order to contextualise a shift toward a critical pedagogy in light of recent curriculum changes that focus on socio-critical perspectives within health and physical education (HPE). The adoption of critical pedagogy within SSPE is critiqued through the presentation of a range of critical pedagogical approaches, and through an exploration of the limitations inherent within such an approach. The possibility of a postcritical pedagogy for SSPE in 21st century Aotearoa/ New Zealand is introduced in response to traditional critical pedagogical limitations.