Full Description
This book offers one of the first in‑depth explorations of social justice pedagogies in physical education (PE) from a student perspective. Based on rich qualitative research, it highlights how school PE can support the physical, cognitive, emotional and social development of young people and contribute to building more socially cohesive and just societies.
Placing student perspectives at the heart of the analysis, this book challenges dominant practices in PE and explores how inclusive and equitable teaching can be developed in collaboration with students. It defines key terms such as 'inclusion', 'equity' and 'critical pedagogy' and provides practical guidance for creating meaningful learning environments that reflect these values. This book explores key themes including student interpretation of PE experience, the importance of care and relationships and the use of modified and non‑traditional activities and spaces. It shows how PE can be transformed into a site of empowerment by centering the agency of young people.
This is invaluable reading for trainee and in‑ervice teachers who want to create more inclusive and socially just pedagogical practices grounded in the lived experiences of students.
Contents
1 Introduction
2 Inclusion, Equity, Social Justice and Paolo Freire's Critical and Dialogical Pedagogy
3 Student Representations and Interpretations of Inclusion, Equity and Social Justice in PE
4 Care and Relationships - 'Someone Who You can Come and Talk To'
5 Student Involvement - 'We Know What We Are Learning and Why'
6 The Use of Modified and Non‑Traditional Activities and Spaces - 'Level the Playing Field'
7 Learning About and Acting on Social Inequities - 'Make Us Question Some of the Things We See'
8 Conclusions: What Can We Learn from Students' and Freirean Perspectives on Social Justice Pedagogies in PE and Where to from Here?
