Towards a Decolonizing Kinesiology Ethics Model

Kinesiology, Physical Activity, Physical Education, and Sports through an Equity/Equality, Diversity, and Inclusion (EDI) Lens: A Scoping Review

“…Studies focusing on kinesiology engage with equity and equality, in the context of the EDI groups of gender [83][84][85][86], race [87,88], and LGBTQ2S+ [89], including through an intersectionality lens [90,91] of these three identities [92,93]. It is suggested to perform equity audits [94].…”

“…It is suggested to perform equity audits [94]. Coverage exists for the terms diversity and inclusion [95], as well as for Indigenous peoples [91]. It is emphasized that "as our nation and society becomes more racially and ethnically diverse", this diversity also translates to the "student demographic on campus", meaning that the student body is becoming more diverse" [96] (p. 66).…”

“…Ableism is also used to call out ability-based discriminations against disabled people within the kinesiology, sport, physical education, and physical education literature [91,149,151,[183][184][185][186][187][188][189][190][191][192][193][194], including the intersectionality of ableism with other isms and prejudices [186]. As to kinesiology, one study found an able-bodied curriculum encouraging ableist attitudes among kinesiology students and an invisibility of disabled people [184].…”

“…Ableism is a term coined by disabled activists and academics to flag the cultural reality of ability-based expectations, judgments, norms, and conflicts . Ableism is also used as a conceptual framework, to call out ability-based discriminations against disabled people within the kinesiology, sports, physical education, and physical education literature [91,149,151,[183][184][185][186][187][188][189][190][191][192][193][194]. Ableism is seen as one reason for the invisibility of disabled people and their problems in many subject topics and degrees [196], and it is argued that it is critical to understand "ableism and how ableistic ideology informs sporting theory, sport science and sport management" [197] (p. 5), and a "different ability curriculum, which destabilises notions of normativity and challenges the status quo regarding ability" is needed [194] (p. 518).…”

Decolonial re-existence and sports: the stories of Afghan youth in Sweden

“…It is 47 not surprising, therefore, that the reforms that earlier scholars had proposed did not deliver its promised solution to 'save' the sport sciences and in turn resulted in the submission of scholars to problematic issues that persist in sport sciences and the institution of university as a whole. In line with decolonial thinkers, I argue that implicit in what we call sport sciences (Kinesiology) is colonial structures and imagination that attempt to conform bodies to healthy, gendered white ideals and reinscribe structural power relations (Joseph & Kriger, 2021). Therefore, I believe that questioning the ontological foundation of the discipline as well as the institution of research in which it is located, in this case social sciences, through a decolonial lens can add a different layer of comprehension as to why and where of the discontent with sport sciences, and the nature of the question "where is the sport sciences in this?".…”