“They May Be a Level One Student, But I Love Them All”: Preservice Teachers Negotiating Inclusion and Diversity in Their Classes

in Journal of Teaching in Physical Education
View More View Less
  • 1 Utrecht University
  • 2 Windesheim University of Applied Sciences
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $64.00

1 year online subscription

USD  $86.00

Student 2 year online subscription

USD  $122.00

2 year online subscription

USD  $162.00

Teachers are continually pressured to professionalize and to adopt measures that enhance inclusion and diversity. Professionalism can, however, have various meanings; each meaning has its own conceptualization of and approach to inclusion. The purpose of this paper is to explore how preservice teachers in physical education negotiate discourses about professionalism and how they attempt to use them to practice inclusion. Eleven Dutch preservice teachers participated in video-stimulated interviews and elaborated on their understandings of inclusion and diversity in physical education. By applying a Foucauldian lens to their understandings, the author reveals some of the complexities they encountered while being subjected to and/or positioned as agents in competing discursive practices of professionalism. The paper concludes by addressing the challenges generated from this work for future schooling practices and research in physical education teacher education.

The author (CL.van.Doodewaard@windesheim.nl) is with the Utrecht University School of Governance, Utrecht University, Utrecht, The Netherlands; and Human Movement and Education Research Centre, Windesheim University of Applied Sciences, Zwolle, The Netherlands.

  • Biesta, G. (2019). Should teaching be re(dis)covered? Introduction to a symposium. Studies in Philosophy and Education, 38(5), 549553. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Boeije, H. (2014). Analyseren in kwalitatief onderzoek [Analysis in qualitative research]. Den Haag, The Netherlands: Boom Onderwijs.

  • Bourke, T. (2019). The changing face of accreditation for initial teacher education programmes in Australia. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and teacher education (pp. 2745). Singapore: Springer.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Burke, P.J., Stevenson, J., & Whelan, P. (2015). Teaching excellence and pedagogic stratification in higher education. International Studies in Widening Participation, 2, 2943.

    • Search Google Scholar
    • Export Citation
  • Cameron, N., & Humbert, L. (2020). ‘Strong girls’ in physical education: Opportunities for social justice education. Sport, Education and Society, 25(3), 249260. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Crum, B. (2011). Vakconcepten: belang en kritische bespreking [Professional concepts: importance and critical discussion]. In H. Stegeman, B. Brouwer, & C. Mooij (Eds.), Onderwijs in bewegen (pp. 5385). Houten, The Netherlands: Bohn, Stafleu & Van Loghum.

    • Search Google Scholar
    • Export Citation
  • Dagkas, S. (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), 6774. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Dewey, J. (1916). Democracy and education. New York, NY: Free Press.

  • Dowling, F. (2011). Are PE teacher identities fit for postmodern schools or are they clinging to modernist notions of professionalism? A case study of Norwegian PE teacher students’ emerging professional identities. Sport, Education and Society, 16(2), 201222. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Evetts, J. (2009). New professionalism and new public management: Changes, continuities and consequences. Comparative Sociology, 8(2), 247266. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Fitzgerald, H. (2012). Drawing on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society, 17(4), 443462. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Flintoff, A. (2012). Playing the ‘race’ card? Black and minority ethnic students’ experiences of physical education teacher education. Sport, Education and Society, 20(2), 190211. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Flintoff, A., & Dowling, F. (2019). “I just treat them all the same, really”: Teachers, whiteness and (anti) racism in physical education. Sport, Education and Society, 24(2), 121133. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Foucault, M. (1977). Discipline and punish. The birth of a prison. (A. Sheridan, Trans.) New York, NY: Vintage books.

  • Foucault, M. (1988). Technologies of the self. In L. Martin, H. Gutman, & P. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 1649). Amherst, MA: The University of Massachusetts Press.

    • Search Google Scholar
    • Export Citation
  • Fylkesnes, S. (2018). Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity. Teaching and Teacher Education, 71, 2433. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Giese, M., & Ruin, S. (2018). Forgotten bodies—An examination of physical education from the perspective of ableism. Sport in Society, 21(1), 152165. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Grenier, M. (2007). Inclusion in physical education: From the medical model to social constructionism. Quest, 59(3), 298310. doi:

  • Heij, P. (2006). Grondslagen van ‘verantwoord’ bewegingsonderwijs. Filosofische en pedagogische doordenking van relationeel gefundeerd bewegingsonderwijs [Principles of ‘responsible’ physical education. Philosophical and pedagogical reflection on relationally based physical education]. Budel, The Netherlands: Damon.

    • Search Google Scholar
    • Export Citation
  • Hennink, M., Kaiser, B., & Marconi, V. (2017). Code saturation versus meaning saturation: How many interviews are enough? Qualitative Health Research, 27(4), 591608. PubMed ID: 27670770 doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kirk, D. (2001). Schooling bodies through physical education: Insights from social epistemology and curriculum history. Studies in Philosophy and Education, 20(6), 475487. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Luguetti, C., & Oliver, K.L. (2019): ‘I became a teacher that respects the kids’ voices’: Challenges and facilitators pre-service teachers faced in learning an activist approach. Sport, Education and Society, 25(4), 423435. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861878. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lynch, S., & Curtner-Smith, M.D. (2019). “The education system is broken:” The influence of a sociocultural foundation class on the perspectives and practices of physical education preservice teacher. Journal of Teaching Physical Education, 38(4), 377387. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Markula, P., & Pringle, R. (2006). Foucault, sport and exercise: Power, knowledge and transforming the self. New York, NY: Routledge.

  • Medcalf R., & Mackintosh, C. (2019). Researching difference in sport and physical activity. New York, NY: Routledge.

  • Mero-Jaffe, I. (2011). “Is this what I said?” Interview transcript approval by participants: An aspect of ethics in qualitative research. International Journal of Qualitative Methods, 10(3), 231247. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Mol-Lous, A. (2011). Passend onderwijs: Haute Couture of Zeeman? [Individually tailored schooling: A fashion or just ordinary?]. Leiden, The Netherlands: Hogeschool Leiden.

    • Search Google Scholar
    • Export Citation
  • Moore, A., & Clarke, M. (2016). ‘Cruel optimism’: Teacher attachment to professionalism in an era of performativity. Journal of Education Policy, 31(5), 666677. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • O’Grady, E., Guilfoyle, L., & McGarr, O. (2018). “Biting one’s lip” and “distancing”: Exploring pre-service teachers’ strategies in dysfunctional professional relationships, Asia-Pacific Journal of Teacher Education, 46(4), 369383. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Public Policy and Management Institute. (2017). Preparing teachers for diversity: The role of initial teacher education. Luxembourg, Germany: Publications Office of the European Union.

    • Search Google Scholar
    • Export Citation
  • Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611623. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ruiz, B.M., & Fernández- Balboa, J.M. (2005). Physical education teacher educators’ personal perspectives regarding their practice of critical pedagogy. Journal of Teaching Physical Education, 24(3), 243264. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149161. doi:

  • Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413425. doi:

  • Simon, M., & Azzarito, L. (2019). ‘Singled out because of skin color…’: Exploring ethnic minority female teachers’ embodiment in physical education. Sport, Education and Society, 24(2), 105120. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • UNESCO. (2018). Global education monitoring report 2019: Migration, displacement and education—Building bridges, not walls. Paris, France: UNESCO.

    • Search Google Scholar
    • Export Citation
  • Van Amsterdam, N. (2014). Abnormal bodies. Gender, dis/ability and health in sport, physical education and beyond. Enschede, The Netherlands: Gildeprint.

    • Search Google Scholar
    • Export Citation
  • Van Doodewaard, C., & Knoppers, A. (2018). Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity. Gender and Education, 30(2), 187204. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Van Doodewaard, C., Knoppers, A., & Van Hilvoorde, I. (2018). ‘Of course I ask the best students to demonstrate’: Digital normalizing practices in physical education. Sport, Education and Society, 23(8), 786798. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Van Tartwijk, J., Den Brok, P., Veldman, I., & Wubbels, T. (2009). Teachers’ practical knowledge about classroom management in multicultural classrooms. Teaching and Teacher Education 25(3), 453460. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Vereniging Hogescholen. (2018). Landelijk opleidingsprofiel: Leraar lichamelijke opvoeding [National curriculum: Teacher physical education]. Den Haag, The Netherlands: 10voordeleraar.

    • Search Google Scholar
    • Export Citation
  • Weiner, M.F. (2015). Whitening a diverse Dutch classroom: White cultural discourses in an Amsterdam primary school. Ethnic and Racial Studies, 38(2), 359376. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Welch, R., & Wright, J. (2011). Tracing discourses of health and the body: Exploring pre-service primary teachers’ constructions of ‘healthy’ bodies. Asia-Pacific Journal of Teacher Education, 39(3), 199210. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a Feldenkrais movement class. Sport, Education and Society, 5(1), 3549. doi:

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 362 362 64
Full Text Views 7 7 1
PDF Downloads 4 4 0