Research Impact: This paper explores the interplay between societal changes and educational policy through the lens of Chile’s post-social uprising physical education (PE) curriculum reform. Using a 14-month mini-ethnographic study, it examines educators’ experiences in enacting comprehensive pedagogies within their sociocultural context. The analysis reveals three key themes: (a) Navigating the Intersection of Comprehensive Pedagogies and the Chilean Sociocultural Context, (b) Exploring the Viability of Comprehensive Pedagogies in Chile: Opportunities and Challenges and (c) ‘Disoñando’ Another Physical Education for Chile: Educational Possibilities from Comprehensive Pedagogies. The study highlights the critical need for equipping PE teachers, educators, and pre-service teachers with resources and support to adapt practices to new curricular aims. It underscores the complexities of reform and suggests pathways for future research.
Barquero-Ruiz, C., Castro-García, M., Moreno-Doña, A., & Kirk, D (in press): Enacting a new curriculum: Chile’s social uprising and the reshaping of physical education. Sport, Education, and Society. https://doi.org/10.1080/13573322.2024.2441987
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