This paper will represent and discuss findings relating to the HPE teaching practices about social justice since one of the key findings we observed in the EDUHEALTH project was the need for both preplanning and the use of resources to explicitly address social justice issues. Explicit teaching practices about social justice issues seemed to be important in terms of laying the foundations for the achievement of equity goals. The paper will also highlight teaching practices for social justice and teaching in a socially just way. It will demonstrate and discuss implicit teaching practices of inclusion and an awareness of the need to be fair and just. Focus will be on teaching practices for social cohesion, respect, understanding, and social integration through schooling and HPE. The findings presented in this paper will be analysed by drawing on the principles of social justice pedagogies (Tinning, 2016) and transformative pedagogy (Ovens & Philpot, in press). The paper will present the project’s findings in the form of good examples of practice for and/or about social justice in HPE and what can be taught/experienced during HPE in the name of social justice pedagogy. An additional aim of this paper is to address the implications of the EDUHEALTH project for HPE and PETE practice by drawing on explicit good examples of practice to discuss how to teach for and/or about social justice in HPE and what needs be taught/experienced during PETE. Indeed, one of the main goals of the EDUHEALTH project was to use the findings from this project to develop teaching strategies intended to assist HPE teachers to refine and develop their practices to become more inclusive and engaging for all students, thus helping contribute to social justice and more equitable health outcomes. This includes adding to our knowledge of how PETE can (better) prepare future HPE teachers to enact social justice pedagogies in their own practice.

Tinning, R (2016) “Transformative Pedagogies and Physical Education.” In C. Ennis (Ed.), The Routledge Handbook of Physical Education Pedagogies (pp. 281–294). New York: Routledge