This paper addresses the research gap of the enactment of Social Justice Pedagogies (SJPs), as outlined in the overall description of the symposium, and presents findings from a study that drew on interview data to explore how secondary school teachers in Austria taught for and about social justice in their Physical Education classrooms. The establishment of social justice represents a central challenge for contemporary societies (United Nations, 2015), with sport and school PE being recognised both for its potential and for its limitations in this regard (Lynch et al., 2022). In this context, PE is tasked with the ambitious goal of fostering socially just and equitable learning environments while, through transformative approaches, contributing to broader social justice beyond the classroom (Azzarito et al., 2017). SJPs provide a theoretical basis for this (Gerdin et al., 2022). Building on this premise, the study investigates whether, and to what extent, SJPs are already being enacted in PE. Furthermore, it explores what successful teaching strategies aligned with SJPs might look like. This is derived from interviews with PE teachers on their teaching practices (n=20). The analysis, based on a content-analytical preliminary structure, led to the formation of types. These types provide nuanced insights into how teachers apply SJPs in their teaching and reveal potential strategies for successfully enacting SJPs in PE. The typology shows that most teachers’ strategies reflect limited alignment with SJPs. Some exhibit ambivalent strategies that partially engage with the principles of SJPs, while only a few demonstrate near-successful and consistent enactments. These findings offer differentiated perspectives on how the theoretical framework of SJPs can be translated into practical teaching in PE.

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