Pedagogical Principles for Linguistically and Culturally Aware Physical Education

• In Event: Equitable Access and Promising Practices: Supporting Multilingual Learners Beyond the “Core”

Abstract

This presentation focuses on pedagogical principles for fostering linguistically and culturally aware physical education. The authors have investigated this topic in the context of a physical education teacher programme since 2015. The presentation draws from these studies and summarizes the insights in the form of pedagogical principles.

A key concept of the authors’ studies is interculturality. It emphasizes the constantly changing interaction between cultures and people. Another key concept, intercultural competence, refers to awareness on one's own, culturally related thought patterns, attitudes, language-awareness, the ability to act with people from different cultures on a situation-by-situation basis, and interaction skills (e.g. Friedman & Berthoin Antal, 2005; Nastasi, 2017). Critical multicultural education is closely connected to these concepts, taking a stand on power and privileges in society. It aims at prevention of racism, discrimination and stereotypes at the individual, institutional and structural levels (Nieto & Bode, 2008).

In addition to these concepts, the notion of embodied learning has framed the authors’ research. Embodied learning engages the human being as a whole and connects the learning process to the learner's social and material surroundings. (Anttila, 2015; Johnson, 2008). Bodily interaction is especially valuable in culturally diverse contexts.

In their studies, the authors have focused on physical education students’ experiences and conceptions. They have adopted an interpretive approach, focusing first on meanings (Wasser & Bresler, 1996). Leaning on phenomenological research tradition (Merleau-Ponty, 1962/2002) they have analyzed students’ accounts initially through an open reading. Subsequently, they approached the data through a critical lens in an attempt to reveal structural bias in their verbal accounts and in their own interpretations.

The data have been collected in the context of mandatory equality courses in a PE teacher programme in a Finnish university during 2015-2023. The data consist of essays, open ended surveys and interviews. Approximately 75 students participated in the courses each year, most of them gave consent to participate in the studies.

Based on these studies, the authors have identified several pedagogical principles for linguistically and culturally aware physical education. One key principle is to approach each pedagogical situation and each pupil case by case. Another important principle for teachers is to make use of multimodal and nonverbal communication in instructing and in interaction with all pupils. Culturally and linguistically aware physical education, thus, acknowledges that intersubjective understanding is not only a matter of verbal language, and that each pupil is a unique individual.

The need to develop linguistically and culturally aware physical education is ever more significant in Finland as it is increasingly diverse. Preventing racism and discrimination in the context of public education can be seen as a core task and duty of all teachers. Physical education with its emphasis on social interaction has great potential in promoting equality and social justice in contemporary societies. In Finland, the discussion about racism has been very much on the surface recently. This research contributes to this debate and to developing antiracist pedagogies.

Authors

• Mariana Elisabet Siljamaki, University of Jyväskylä

• Eeva Anttila, University of the Arts Helsinki