‘I just treat them all the same, really’: teachers, whiteness and (anti) racism in physical education

Flintoff, Anne; Dowling, Fiona

doi:10.1080/13573322.2017.1332583

Cited by 70 publications

(68 citation statements)

References 39 publications

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“…Walseth, 2008). Thus, a 'white discourse' is reproduced through the taken-for-granted subject content, why some cultural identities are privileged while others are marginalised in the PE practice (Flintoff & Dowling, 2019). Moreover, Dagkas et al (2011) argue that gender-segregated groups are sometimes motivated in school PE, in order to reach all pupils, including Muslim girls.…”

Section: Discussionmentioning

confidence: 99%

“…Dowling and Flintoff (2018) point to the risk of reproducing stereotypes in school PE, regarding gender, ethnicity and religion, rather than challenging them. Even though PE teachers might say that they treat everybody the same, Flintoff and Dowling (2019) have shown how a 'white' discourse is reproduced through the incontestable choice of subject content. Physical activities are not valued neutral.…”

Section: Zooming In On Pementioning

confidence: 99%

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Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where 'the bus for inclusion' stops every morning. The research question concerns how 'the political action' of the bussing project is 'acted upon' in the subject of PE. The purpose is to explore what becomes of this particular PE practice, in terms of rationalities encompassing a PE teacher's pedagogical actions and the pupils' ways of acting on them. The data, gathered through extensive fieldwork, including lesson observations and interviews, is analysed from a governmentality perspective [Foucault, 1978/1994. Governmentality. In Power (pp. 201-222). New York: The New Press]. The findings highlight three underlying rationalities in regards to integration, aiming at promoting intercultural encounters, collaboration and mutual respect. These rationalities, manifested through the PE teacher's pedagogical actions, offer guidance for the pupil seen as 'a subject seeking to construct himself or herself' [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641, 636-637]. In case of compliance, the notion of 'us and them' is countered and a shared experience of belonging is achieved through teamwork and self-regulation. In case of resistance, segregation is maintained in the school community as well as in society as a whole. This study does not contribute any incontestable evidence of social inclusion through PE [cf. Bailey, 2005. Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90; Dagkas, 2018. Is social inclusion through PE, sport and PA still a rhetoric? Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 70(1), 67-74]. However, the findings indicate that 'action upon action' in a culturally heterogeneous PE practice makes a difference insofar as integration is understood as a process of subjectivation [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641]. Depending on the direction of the PE teacher's guidance, the process might tend towards either cultural assimilation or pluralistic integration [Grimminger, 2008. Promoting intercultural competence in the continuing education of physical education teachers. Sport-Integration-Europe, 310-320].

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Section: Discussionmentioning

confidence: 99%

Section: Zooming In On Pementioning

confidence: 99%

Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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“…Previous research regarding peoples' experiences and beliefs related to health and physical activity has largely failed to consider the heterogeneity within certain groups of people [10][11][12]19]. Measured against implicit standards embedded in Eurocentrism and ableism, certain bodies or groups of children have been objects of stigmatization, marginalization, and exclusion due to their backgrounds or (dis)abilities [12][13][14][15][16]. As such, there has been a call for more research that challenges deficit discourses and negative stereotypes and explores the variety of stories among students of diverse backgrounds [12,19].…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

“…While categorization of race and ethnicity in epidemiological research is considered important in order to generate knowledge to support public health initiatives [11], scholars have questioned how people are forced into broad categories that do not account for increasingly diverse populations and, furthermore, how studies often fail to recognize differences within groups of people [11,12]. Furthermore, scholars have pointed out how research regarding ethnicity in Western societies tends to center on the experiences of the minoritized other and is undermined by colorblind approaches [13]. As such, white researchers in the area of physical education have started to examine the ways in which the taken-for-granted nature of whiteness shape their professional identities and the research they engage in [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, scholars have pointed out how research regarding ethnicity in Western societies tends to center on the experiences of the minoritized other and is undermined by colorblind approaches [13]. As such, white researchers in the area of physical education have started to examine the ways in which the taken-for-granted nature of whiteness shape their professional identities and the research they engage in [13,14]. Scholars have also illuminated how children from minority backgrounds or with disabilities are often placed within homogenous and fixed categories and treated within deficit discourse [15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

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Ethics in Categorizing Ethnicity and Disability in Research with Children

Thorjussen

Wilhelmsen

2019

Societies

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The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects studying inclusion and exclusion in physical education, we examine the ongoing ethical dilemmas of categorizing children in terms of disability and ethnic background. The reflections are grounded in intersectional and relational ethical perspectives with a focus on how power is manifested in practices and structures throughout the research process. The data consist of field notes, transcripts of interviews with children and their parents, and the authors’ reflective accounts. The results are organized into three main themes: (1) How categories frame the research in its initial phases (informed consent and voluntary participation), (2) power relationships in context (navigating meanings of categories in the interviews and the relational ethics of generational ordering in combined interviews with children and their parents), and (3) (re)constructing stories and ensuring anonymity. In the discussion, we reflect on how singling out groups of children framed the research, how categories and power relations were negotiated and navigated in interviews and fieldwork, and how, in the reporting of the results, understandings of the children and their experiences were constructed. We argue that by not reflecting on the ethics of categorizing children in research, researchers are in danger of reproducing rather than challenging social inequality and discrimination.

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Diversity, equity, and inclusion in natural science education: A review of literature

Goodwin,

McKendree

2024

Natural Sciences Education

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Diversity, equity, and inclusion (DEI) are relevant in societal discourse and have implications for educators in natural sciences disciplines. A synthesis of DEI research in these disciplines is necessary to identify opportunities to strengthen initiatives and identify future research needs. The purpose of this study was to introduce a review of current literature related to DEI in natural sciences education, exploring the frameworks, methods, and focal areas of current literature as well as synthesizing findings, and recommendations for practice and research. Key findings indicate that while conversations and interventions surrounding issues of DEI are occurring, inequities across various scales of the education system still exist. Recommendations center on the need for critical reflexivity on the part of individuals, programs, and the larger education system to identify inequities and opportunities for change.

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‘I just treat them all the same, really’: teachers, whiteness and (anti) racism in physical education

Cited by 70 publications

References 39 publications

Promoting integration through physical education (?)

Promoting integration through physical education (?)

Ethics in Categorizing Ethnicity and Disability in Research with Children

Diversity, equity, and inclusion in natural science education: A review of literature

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