Toward a critical race pedagogy of physical education

Clark, Langston

doi:10.1080/17408989.2020.1720633

Cited by 20 publications

(3 citation statements)

References 45 publications

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“…As introduced in this article, scholars from 1979 to the present call on PETE, Health, and physical education professionals to attend to the subjective and embodied nature of the students who are in our care (Altieri et al, 2021;J. A. Haegele et al, 2020;Azzarito, 2016;Azzarito & Solmon, 2006a, 2006b, 2009Azzarito et al, 2006;Azzarito & Solomon, 2005;Block, 2001Block, , 2014Block & Weatherford, 2013;Clark, 2020;Culp, 2013Culp, , 2016Culp, , 2020Culp, , 2021Culp & Schmidlein, 2012;Ellison et al, 2020;Fernandez-Balboa & Megías, 2014;Fitzpatrick, 2013;Harrison, 2013;Hugh & Brown, 2013;Hylton, 2015;J.A. Haegele et al, 2018;Kleinman, 1979;Landi et al, 2020;Lynch et al, 2020;Paechter, 1996;Sato & Hodge, 2012;Sutherland & Parker, 2020;Wynard et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In addition to the phenomenological objectives that promote meaning, awareness, understanding, and sensitivity of self and others through movement, the authors recognize with Ahmed (2007) that it is important for us to understand whiteness and the ways that white bodies orient themselves in space and affect institutions and the spaces inhabited by others who are not white. Clark (2020) recommends that PETE pedagogy should " . .…”

Section: Introductionmentioning

confidence: 99%

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Thirdspace Movement Concepts in Physical Education Teacher Education

Block

Haneishi

Zarco

et al. 2021

Quest

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In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a Thirdspace with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Thirdspace Movement Concepts in Physical Education Teacher Education

Block

Haneishi

Zarco

et al. 2021

Quest

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“…CRT is successfully adapted to find use in education ( Taylor et al, 2022 ) pointing out that power relations within social systems are maintained through the construction of race and racism in society and institutions such as schools ( Sleeter, 2016 ). Also, in PE and Physical Education Teacher Education (PETE) scholars strive to challenge successfully white supremacy, race and racism utilizing CRT ( Clark et al, 2019 ; Blackshear, 2020 , 2022 ; Clark, 2020 ). Even if this article reports on positive stereotypes in the context of experiences of racism, the understanding is, nonetheless, that there is no such thing as positive racism but rather that racism is always considered negative.…”

Section: Introductionmentioning

confidence: 99%

Students’ perspectives on racism and anti-racism in physical education: a systematic review

Abel,

Galle,

Ziehmann

et al. 2024

Front. Sociol.

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Sports, with their various social manifestations, exhibit racist structures and incidents. Physical education (PE) has the potential to serve as an environment to combat racism, but it can also perpetuate and (re)produce racist attitudes and behaviors. This study aimed to conduct a systematic review of national (German) and international literature concerning racism and anti-racism within the context of PE specifically from a students’ perspective. The research methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard and encompassed a four-step process: (1) searching 11 electronic databases using 70 keyword combinations in both German and English; (2) selecting studies based on five predetermined inclusion criteria; (3) evaluating the quality of selected studies using established appraisal tools; and (4) conducting descriptive and template analyses. Of 5,213 publications, 16 met the inclusion criteria, demonstrating diverse theoretical frameworks and methodological approaches. Five themes were constructed: “How racism is understood” (1); “What students experience,” encompassing discriminatory incidents in PE, sports, and daily life classified as racial stereotypes, prejudices, and everyday racism (2); and “What physical education teachers (3)/Institutions (4)/researchers (5) can and should do.” These themes provided recommendations for teachers, institutions, and researchers, including training and curriculum reforms. While valuable international literature was identified, no German PE specific publications were found emphasizing the necessity of a local (German) survey to comprehend students’ experiences, knowledge, and potential for anti-racism efforts. Such insights are crucial for shaping teacher-related training programs and policy demands in an informed and targeted manner.

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Transforming PETE’s Initial Standards: Ensuring Social Justice for Black Students in Physical Education

Blackshear

Culp

2020

Quest

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Toward a critical race pedagogy of physical education

Cited by 20 publications

References 45 publications

Thirdspace Movement Concepts in Physical Education Teacher Education

Thirdspace Movement Concepts in Physical Education Teacher Education

Students’ perspectives on racism and anti-racism in physical education: a systematic review

Transforming PETE’s Initial Standards: Ensuring Social Justice for Black Students in Physical Education

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