Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural Knowledge

Flory, Sara B.

doi:10.5641/027013611x13098902481789

Cited by 19 publications

(39 citation statements)

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“…Although conceptual models, such as Flory and McCaughtry's (2011) cultural relevance cycle, have proposed ways of increasing the cultural relevance of content, they have generally focused exclusively on students' racial or ethnic cultures, overlooking students' generational cultures. Additionally, these models have opted for broad overarching frameworks as opposed to stepby-step strategies to guide educators' exploration and integration of students' cultures into the classroom.…”

Section: Theoretical Support For the Storri Methodsmentioning

confidence: 99%

The STORRI Method: A Strategy for Exploring and Integrating Youth Culture into the Classroom

Neely¹

2015

The Clearing House: A Journal of Educational Strategies, Issues

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As teachers progress in life and career, generation gaps may begin to appear that decrease not only the effectiveness of interaction with students but also the ability to produce generationally relevant course content. Situated in a framework of socioculturalism (Vygotsky 1978), this article presents The STORRI Method-a strategy for exploring and integrating youth culture into the classroom. STORRI is an acronym for the six iterative steps of the method: survey, talk, observe, research, reflect, and integrate. Each step of The STORRI Method is discussed with numerous corresponding examples, and best practices are offered for use in the classroom setting. A case narrative is also provided to demonstrate The STORRI Method's use in a high school level U.S. government course.

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Section: Theoretical Support For the Storri Methodsmentioning

confidence: 99%

The STORRI Method: A Strategy for Exploring and Integrating Youth Culture into the Classroom

Neely¹

2015

The Clearing House: A Journal of Educational Strategies, Issues

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“…However, the empirical database is undeveloped in terms of examining the effects of language and culture on ELLs in physical education. It is important for physical education teachers to show an appreciation for the linguistic diversity of ELLs while using culturally relevant practices (Burden et al, 2004;DeSensi, 1995;Flory & McCaughtry, 2011). Columna and Lieberman (2011) explain that the primary function of any language is communication through the exchange of thoughts, ideas, and feelings.…”

Section: Cultural Ethnic and Linguistic Diversity In Physical Educamentioning

confidence: 99%

“…In physical education, scholars have proposed the use Downloaded by [University of Tennessee, Knoxville] at 19:25 04 January 2015 of ethnorelative approaches, such as culturally relevant pedagogy, as a means to moving progressively from a state of color-blindness to authentically valuing and empowering CLD learners (Burden et al, 2004;DeSensi, 1995). Culturally relevant pedagogy entails, at its base, teachers establishing meaningful connections with students and coming to an understanding of the dynamics of students' communities (Flory & McCaughtry, 2011). Furthermore, Flory and McCaughtry assert that a culturally responsive teacher's knowledge of community dynamics will include insights about "whom students live with [family structures]; ethnic, linguistic, [and] socioeconomic backgrounds" (pp.…”

Section: Preparing Teachers For Student Diversitymentioning

confidence: 99%

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

Burden

Columna

Hodge

et al. 2013

Quest

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“…We are further aware of the need for teachers of Aboriginal students to develop a white race consciousness, whereby colour blind discourses are necessarily replaced by colour conscious ones (Halas, 2006;Halas, McCrae, & Carpenter, 2013;Robinson, Lunney Borden, & Robinson, 2013). Additionally, teachers of Black students must endeavor to offer culturally relevant instruction (Flory & McCaughtry, 2011;McCaughtry, Barnard, Martin, Shen, & Kulinna, 2006). While educating pre-service and in-service teachers to do this is one strategy, attracting Aboriginal and Black teachers to the profession is another.…”

Section: Who Is Teaching Physical Education In Atlantic Canada?mentioning

confidence: 99%

A Descriptive Profile of Physical Education Teachers and Programs in Atlantic Canada

Randall

Robinson

Fletcher

2014

mje

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The purpose of this research was to investigate the extent to which quality physical education is currently being taught in Atlantic Canada. We used survey methods to generate descriptive data indicating: (a) the backgrounds of those who teach physical education and (b) what is being taught in physical education. Our findings suggest physical education is taught by a group of mostly-white teachers with varying qualifications, interests, and experiences in teaching the subject. Further, sport experiences tend to dominate the subject matter that students engage with, at the expense of dance and gymnastics. Although some physical education programs could arguably be classified as being of a sound quality according to the national subject association, we contend that more needs to be done to present the subject as a diverse enterprise, both in terms of who teaches and what is taught in physical education.L’objectif de ce projet de recherche était d’explorer la qualité de l’enseignement prodigué en éducation physique dans les provinces maritimes au Canada. Pour ce faire, nous avons utilisé une méthodologie de sondage pour générer des données descriptives nous informant sur: (a) le profil des enseignants en éducation physique et (b) ce qui est enseigné en éducation physique. Nos résultats indiquent que l’éducation physique est enseignée par un groupe majoritairement formé de Blancs possédant une variété de qualifications, d’intérêts et d’expériences dans l’enseignement de la matière. De plus, le temps consacré par les élèves aux sports durant les cours prédomine, au détriment de la danse et de la gymnastique. Selon l’association nationale de l’enseignement en éducation physique, certains programmes en éducation physique peuvent sans doute être classés comme étant de qualité. Cependant, nous soutenons que davantage peut être fait pour offrir une expérience en éducation physique diversifiée, à la fois en ce qui a trait au profil du corps enseignant, qu’à l’offre de contenu

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Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural Knowledge

Cited by 19 publications

References 0 publications

The STORRI Method: A Strategy for Exploring and Integrating Youth Culture into the Classroom

The STORRI Method: A Strategy for Exploring and Integrating Youth Culture into the Classroom

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

A Descriptive Profile of Physical Education Teachers and Programs in Atlantic Canada

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