18 SES 14, Researching Social Justice and Health (in)Equality across different School Health and Physical Education Contexts
For more than 30 years, physical education (PE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for PE teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway, New Zealand and Australia have designed school health and physical education (HPE) curricula that locate social justice as an explicit aim and goal of this school subject. In the ensuing years, little research has examined how teachers operationalise teaching for social justice. Building on this research gap, EDUHEALTH is an international research collaboration between researchers/teachers of Physical Education Teacher Education (PETE) from Sweden, Norway and New Zealand, that aims to contribute to the understanding of how teachers of PE teach for social justice by examining, and reporting on, their teaching practices. Ultimately, the broader aim of the project is to influence the practices of PE teachers and PETE students by reifying social justice pedagogies In this presentation, we begin by revisiting the background and design of this research, followed by a discussion of the theoretical (paper 2) and methodological (paper 3) aspects of the project, before we report on some initial findings as generated by the pilot studies conducted in Sweden, Norway and New Zealand. The early findings from the Scandinavian countries are that social justice pedagogies of the PE teachers are based on strong social democratic principles. For example, teachers called on student voice in selecting learning activities and contexts, endeavoured to ensure that PE provided appropriate learning opportunities to all ability groups, and removed structural constraints that limited student participation. In contrast, in the New Zealand context, addressing cultural privilege and marginalisation were the dominant social justice pedagogies. For example, teachers used indigenous language and traditional games, and purposefully structured practical activities and units of work to make them more inclusive of all students. These differences reinforce suggestions that teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning context (Freire, 2009; Tinning, 2010). Notwithstanding the importance of context, we conclude by stating that sharing these pedagogical practices with international PETE and PE teachers and researchers has the ability to reaffirm and enhance social justice teaching practices in HPE.
Freire, P (2000) Pedagogy of the Oppressed. (30th anniversary ed.). New York, NY: Continuum. Tinning R (2010) Pedagogy and Human Movement: Theory, Practice, Research. New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.