Narrative Inquiry, Social Justice, and Physical Education Teacher Education

• In Event: Millennium Hotel Roundtable Session 14
  In Roundtable Session: Social Justice and Narrative Research

Abstract

Advocating for more socially just forms of physical education that bring attention to sexism, heteronormity, and other social issues has been largely overlooked by Canadian physical and health education teacher education (PHETE) researchers. This paper focuses on how narrative inquiry, particularly autobiographical narrative inquiry, can be used to engage pre-service physical education teachers in social justice issues. The narrative inquiry was alongside 6 pre-service PE teachers, who had undergone an autobiographical narrative inquiry process. They were then asked to engage with non-dominant stories of PE that took up stories surrounding sexuality, race, gender and class. We found that the reflexive process of autobiographical narrative inquiry created tensions, but also offered new possibilities for how social justice is framed in PHETE.

Authors

• Lee Mason Schaefer, McGill University

• Doug Gleddie, University of Alberta