Working through whiteness, race and (anti) racism in physical education teacher education

Flintoff, Anne; Dowling, Fiona; Fitzgerald, Hayley

doi:10.1080/17408989.2014.962017

Cited by 61 publications

(31 citation statements)

References 28 publications

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“…All participants in this analysis are from, or currently work in, white majority, English speaking nations apart from one Swedish PETE. Predominantly they identified as white, which reflects the field in general (Flintoff, Dowling and Fitzgerald 2015). Permission to conduct the study was obtained through researchers' Institutional study.…”

Section: Setting and Participantsmentioning

confidence: 99%

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

Hill

Philpot

Walton-Fisette

et al. 2018

Physical Education and Sport Pedagogy

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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...

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Section: Setting and Participantsmentioning

confidence: 99%

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

Hill

Philpot

Walton-Fisette

et al. 2018

Physical Education and Sport Pedagogy

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“…The invisibility of 'race', racialisation, antiracism and whiteness in the physical education teacher education curriculum leaves practitioners free to ignore these issues in their teaching. However, Flintoff et al's (2014) raised awareness of white privilege generated questions the silences and contradictions in their social justice agendas, forcing a more critical engagement with racialised dynamics. Without this pedagogical experience Brunsma et al (2012, 718) state that, Most white students emerge from college with their walls of whiteness essentially unchallenged, unscathed and often strengthened.…”

mentioning

confidence: 99%

“…Flintoff et al (2014) argue that the hegemonic whiteness of the teaching profession, in critical issues of 'race' by educators and teachers has led to a lack of recognition of student and teacher centrality and power in processes of racialisation (see also Fitzpatrick and Santamaria 2015). The invisibility of 'race', racialisation, antiracism and whiteness in the physical education teacher education curriculum leaves practitioners free to ignore these issues in their teaching.…”

mentioning

confidence: 99%

‘Race’ talk! Tensions and contradictions in sport and PE

Hylton

2015

Physical Education and Sport Pedagogy

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“…Research has explored the implications of white teachers' interactions with students of color, revealing the role of their Whiteness (Flintoff, Dowling & Fitzgerald (2015), Henfield & Washington (2012), Howard & Navarro (2016), Ledesma & Calderón (2015), Matias (2013), Matias & Liou (2015). Wise (2008) explains that Whiteness is not about one's own physical or biological make-up, but a mindset that is a result of being the prevailing culture (as cited in Henfield & Washington, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!

Miller

Harris

2018

WJE

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This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described, open-minded white educators about their students of color. While these teachers may perceive themselves as liberal and inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchising to students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, the authors aim to expose how white privilege manifests within the typical classroom and to invite all white educators to examine their racial attitudes and beliefs. Using CRT, the authors* make recommendations for strategies to develop white teachers into white allies.

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Working through whiteness, race and (anti) racism in physical education teacher education

Abstract: Abstract:Working through whiteness, race and (anti) racism in Physical Education teacher education Background

Cited by 61 publications

References 28 publications

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

‘Race’ talk! Tensions and contradictions in sport and PE

I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!

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