How Physical Education Teacher Education Comes to Matter in the Performance of Social Justice Education

• In Event: Social Justice and Cultural Diversity in Health and Physical Education

Abstract

Effectively educating for social justice in physical education (PE) and physical education teacher education (PETE) depends on multiple political, institutional, and cultural contexts. The purpose of this paper is to examine socio-political networks where PETE is embedded and explore how these shape possibilities for engaging in social justice and sociocultural issues. Drawing from a broader study, we examined how PETE faculty address sociocultural issues (SCI) and social justice education (SJE) within PETE through a survey, a semi-structured interview, and program artifacts. Case studies were constructed about PETE in England, the United States, and New Zealand. Examination of each case study reveals ways that SJE and SCI were enabled and constrained across the national, programmatic, and individual level in each country.

Authors

• Sara Barnard Flory, University of South Florida

• Sharon Rose Phillips, Hofstra University

• Alan Ovens, University of Auckland

• Sue Sutherland, The Ohio State University - Columbus

• Rod Philpot

• Jennifer L. Walton-Fisette, Kent State University

• Joanne L. Hill, University of Bedfordshire

• Michelle Flemons, University of Bedfordshire