No abstract

Background: Physical education (PE) and physical education teacher education (PETE) have a substantial literature base that advocates for students to develop a critical consciousness, appreciate multiple perspectives, and engage in actions to enhance social justice (Tinning 2016). Analysing sociocultural issues, critically reflecting on beliefs, knowledge, biography and values, and developing a sense of agency to enact change, have been recognised as an integral part of the PETE knowledge base for some time (Fernández-Balboa 1997). However, there remain differences in how social justice itself is conceptualised and enacted. Social justice is aligned heavily with critical and 'post' theories where taking action for justice, democracy and power are central; but social justice is also found in humanist beliefs in student-centredness and equality and has been co-opted by neoliberal forces that promote individual responsibility. While a lack of consensus is not in itself a problem (Bialystok 2014), diverse definitions might contribute to confusion (Randall and Robinson 2016) and lead to uncertainty over what and how to teach for social justice. Purpose: In order to work towards greater certainty around concepts of social justice in the PETE community, this project sought to map variations in definition and conceptualisation of social justice and sociocultural issues among physical education teacher educators (PETEs) and physical education and sport pedagogy (PESP) educators, as part of a wider project on social justice and sociocultural perspectives and practices in PETE. Methods: PETE and PESP faculty (n=72) in North America, Europe, and Australasia engaged in an in-depth interview, during which they were asked how they define social justice and sociocultural issues. Additional information about participants' social identity was collected. A constant comparative method of analysing participants' definitions mapped a range of concepts building on the theoretical framework of neoliberal, humanist, critical and 'post' approaches to social justice. Findings: The data demonstrate that there are a range of understandings about sociocultural issues and social justice. Most commonly, some participants articulated a humanist approach to social justice by encouraging their pre-service teachers (PSTs) to have awareness of equality of opportunity in relation to gender, sexuality and/or racism. Less prevalent, but strongly stated by those who conceptualised social justice in these terms, was the importance to take action for democracy, empowerment or critical reflection. The terms diversity and equality, framed in neoliberal and humanist discourses, were most commonly used within the United States (US), while critical pedagogy and alignment with critical and 'post' theories were more prevalent in Australia and New Zealand. Conclusion: Differences exist in the ways social justice is conceptualised in PETE. While this can be attributed to the influence of local issues, it is also reflective of what intellectual tools, such as human...

No abstract

The catalyst for this self-study was implementing peer-teaching in our respective science education and physical education teacher education courses. Because our students taught one another it meant we redefined our roles as teacher educators as well as the roles that our students took in the teaching and learning community. We documented and explored our learning about teaching and teacher education through journaling, observations, discussions and interviews with students. Our students' responses to peerteaching provided a critical lens through which we considered our efficacy as teacher educators. Through this collaborative self-study, we have learnt to manage the issues of authenticity and safety for ourselves and our students.

No abstract

Background: For over four decades there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others.

No abstract

No abstract