Providers, consumers and the horizons of the possible: A case study of marketization and physical education teacher education pedagogical discourse

Abstract

Framed within a shift from a highly centralized system of higher education (HE) to a de-regulated system in Norway, this article addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews with Deans and Heads of programs at three significant national providers in the field of HE sport and physical education, this article illuminates how marketization permeates the communication of education values and, thus, the institutional pedagogical discourse. This article problematizes the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values.