Physical literacy: Answering the call for quality education and sustainable development
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Physical literacy: Answering the call for quality education and sustainable development Dean Dudley1 · John Cairney2
Accepted: 12 September 2020 © UNESCO IBE 2020
Abstract This introductory article explores the concept of physical literacy. It begins by discussing the current defining aspects of physical literacy and provides a pragmatic solution for moving beyond definitions to actions. The article also articulates how this special issue on physical literacy is addressing a range of United Nations agenda initiatives, including the UNESCO Quality Physical Education Guidelines for Policymakers, the World Health Organization’s Global Action Plan for Physical Activity, and the United Nations 2030 Sustainable Development Goals. Keywords Sustainable Development Goals · Quality · Physical education · Physical activity · Inclusion · Assessment
Physical literacy: An evolving concept “Literacy” would seem to be a term familiar to most people; yet, it has proved to be both a complex and a dynamic concept, continuing to be interpreted and defined in multiple ways. In 2002, the United Nations Resolution 56/116 acknowledged the place of literacy at the heart of lifelong learning. It affirmed that literacy is crucial to the acquisition of essential skills that enable people of all ages to address the challenges they may face in life. Furthermore, it affirmed that literacy represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the 21st century (United Nations 2002). * Dean Dudley [email protected] John Cairney [email protected] 1
Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia
2
School of Human Movement and Nutritional Science, University of Queensland, Brisbane, QLD 4072, Australia
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D. Dudley, J. Cairney
Since 2002, the world has seen a flurry of “literacies” enter the vernacular of education, to address the increased complexity and interconnectivity of today’s world. In 2013, UNESCO International Bureau of Education (UNESCO IBE 2013, p. 39) stated in the Glossary of Curriculum Terminology: New forms of literacy needed in modern life are also increasingly taken into account in the curriculum, in particular those related to new technologies such as digital literacy, information literacy, mass media literacy and social media literacy. The Glossary also stated that the term “multiple literacies” is [a] concept calling for a broader view of literacy, also referred to as “new literacies” or “multiliteracies”. The concept is based on the assumption that individuals “read” the world and make sense of information by means other than traditional reading and writing. These multiliteracies include linguistic, visual, audio, spatial, and gestural ways of meaning-making. Central to the concept of multiple literacies is the belief that individuals in a modern society need to learn how to construct knowledge from multiple sources and modes of representation (UNESCO IBE 2013, p. 43)
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