A Cultural-Equity-Centered Guide to Inclusive Curriculum Change in Higher Education Kinesiology

in Kinesiology Review

Click name to view affiliation

Brian Culp Department of Health Promotion and Physical Education, Kennesaw State University, Kennesaw, GA, USA

Search for other papers by Brian Culp in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0001-5587-1979
DOI:
https://doi.org/10.1123/kr.2023-0026
Keywords:
diversity; social justice; scholarship of teaching and learning; student faculty partnerships; inclusive excellence
First Published Online:
09 Sep 2023
In Print:
Volume 12: Issue 4
Page Range:
320–328
Restricted access

Inclusiveness in higher education has received increased attention, as institutions are seeking to be more proactive in meeting the needs of a diverse student body. While university departments have noted inclusive excellence as a goal for their programs, how this is realized is often unclear or difficult to assess. Equally troubling is the scarcity of ideas on how curriculum can be enhanced for transformative change, radical possibility, antiracism, and social justice. This article attempts to rectify these issues by presenting thoughts on curriculum change and program development in higher education kinesiology using a cultural equity approach.

  • Collapse
  • Expand

Kinesiology Review

Cover Kinesiology Review

  • Aartun, I., Walseth, K., Standal, Ø.F., & Kirk, D. (2022). Pedagogies of embodiment in physical education—A literature review. Sport, Education and Society, 7(1), 1–13. https://doi.org/10.1080/13573322.2020.1821182

    • Search Google Scholar
    • Export Citation

  • Americans for the Arts. (2016). Cultural equity resource center: Cultural equity statement https://www.americansforthearts.org/by-topic/cultural-equity-resource-center

    • Search Google Scholar
    • Export Citation

  • Bai, H., & Zhao, X. (2021). Asian=machine, Black=animal? The racial asymmetry of dehumanization. PsyArXiv. https://doi.org/10.31234/osf.io/v2guk

    • Search Google Scholar
    • Export Citation

  • Ball, S. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059. https://doi.org/10.1177/1478210316664259

    • Search Google Scholar
    • Export Citation

  • Baloche, L. (2014). Everybody has a story: Storytelling as a community building exploration of equity and access. Intercultural Education, 25(3), 206–215. https://doi.org/10.1080/14675986.2014.905240

    • Search Google Scholar
    • Export Citation

  • Bell, L.A. (2003). Telling tales: What stories can teach us about racism. Race Ethnicity and Education, 6(1), 3–28. https://doi.org/10.1080/1361332032000044567

    • Search Google Scholar
    • Export Citation

  • Biesta, G. (2014). Pragmatising the curriculum: Bringing knowledge back into the curriculum conversation, but via pragmatism The Curriculum Journal, 25(1), 29–49. https://doi.org/10.1080/09585176.2013.874954

    • Search Google Scholar
    • Export Citation

  • Borrero, N., & Sanchez, G. (2017). Enacting culturally relevant pedagogy: Asset mapping in urban classrooms. Teaching Education, 28(3), 279–295. https://doi.org/10.1080/10476210.2017.12968

    • Search Google Scholar
    • Export Citation

  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

  • Center for Engaged Learning, Elon University. (2023). Students as partners. https://www.centerforengagedlearning.org/resources/students-as-partners/

    • Search Google Scholar
    • Export Citation

  • Chapman-Hilliard, C., & Parker, B. (2022). Embodied social justice learning: Considerations for curriculum development and training in counseling programs. Journal for Social Action in Counseling & Psychology, 14(1), 77–93. https://doi.org/10.33043/JSACP.14.1.77-93

    • Search Google Scholar
    • Export Citation

  • Christoff, K. (2014). Dehumanization in organizational settings: Some scientific and ethical considerations. Front Hum Neuroscience, 8, Article 748. https://doi.org/10.3389/fnhum.2014.00748

    • Search Google Scholar
    • Export Citation

  • Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117, 2.

    • Search Google Scholar
    • Export Citation

  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.

    • Search Google Scholar
    • Export Citation

  • Cox, A.E., Beasley, L., & Hardin, R. (2022). Application of social work theory in sport management curriculum: Ecological systems theory. Sport Management Education Journal, 16(1), 116–120. https://doi.org/10.1123/smej.2020-0084

    • Search Google Scholar
    • Export Citation

  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.

    • Search Google Scholar
    • Export Citation

  • Culp, B. (2017). “Illegitimate” bodies in legitimate times: Life, liberty, and the pursuit of movement. Quest, 69(2), 143–156. https://doi.org/10.1080/00336297.2017.1287578

    • Search Google Scholar
    • Export Citation

  • Culp, B. (2020). Thirdspace investigations: Geography, dehumanization, and seeking spatial justice in kinesiology. Quest, 72(2), 153–166. https://doi.org/10.1080/00336297.2020.1729824

    • Search Google Scholar
    • Export Citation

  • Culp, B., & Schmidlein, R. (2012). Preparing PETE students for culturally and linguistically diverse learners. Strategies, 25(7), 11–14. https://doi.org/10.1080/08924562.2012.10590976

    • Search Google Scholar
    • Export Citation

  • Curran, R., & Millard, L. (2016). A partnership approach to developing student capacity to engage and staff capacity to be engaging Opportunities for academic developers. International Journal for Academic Development, 21(1), 67–78. https://doi.org/10.1080/1360144X.2015.1120212

    • Search Google Scholar
    • Export Citation

  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. MacMillan.

  • Dolmage, J.T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.

  • Dutta, U., Azad, A.K., & Hussain, S.M. (2022). Counterstorytelling as epistemic justice: Decolonial community-based praxis from the global south. American Journal of Community Psychology, 69(1–2), 59–70. https://doi.org/10.1002/ajcp.12545

    • Search Google Scholar
    • Export Citation

  • Esposito, J., & Evans-Winters, V.E. (2022). Introduction to intersectional qualitative research (1st ed.). SAGE Publications, Inc.

  • Freire, P. (1970). Pedagogy of the oppressed. Penguin Random House.

  • Giroux, H. (2006). America on the Edge: Henry Giroux on Politics, Culture, and Education. Palgrave-Macmillan.

  • Gross, M.M., Marquardt, K., Hasson, R.E., Vesia, M., King, A.R., & Bodary, P.F. (2022). Designing for cross-cutting skill development and diversity, equity, and inclusion in a foundational kinesiology course. Kinesiology Review, 11(4), 343–352. https://doi.org/10.1123/kr.2022-0021

    • Search Google Scholar
    • Export Citation

  • Harrison, A.K. (2013). Black skiing, everyday racism, and the racial spatiality of whiteness. Journal of Sport & Social Issues, 37(4), 315–339. https://doi.org/10.1177/0193723513498607

    • Search Google Scholar
    • Export Citation

  • Haslam, N., & Loughnan, S. (2014). Dehumanization and infrahumanization. Annual Review of Psychology, 65, 399–423. https://doi.org/10.1146/annurev-psych-010213-115045

    • Search Google Scholar
    • Export Citation

  • Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. HE Academy.

    • Search Google Scholar
    • Export Citation

  • Holen, R., Ashwin, P., Maassen, P., & Stensaker, B. (2021). Student partnership: Exploring the dynamics in and between different conceptualizations. Studies in Higher Education, 46(12), 2726–2737. https://doi.org/10.1080/03075079.2020.1770717

    • Search Google Scholar
    • Export Citation

  • hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.

  • Jusslin, S., Korpinen, K, Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review, Education Research Review, 37(2022), Article 100480. https://doi.org/10.1016/J.EDUREV.2022.100480

    • Search Google Scholar
    • Export Citation

  • Kelman, H.C. (1973). Violence without moral restraint: Reflections on the dehumanization of victims and victimizers. Journal of Social Issues, 29, 25–61.

    • Search Google Scholar
    • Export Citation

  • Kretchmar, R.S. (2008). The utility of silos and bunkers in the evolution of kinesiology. Quest, 60(1), 3–12. https://doi.org/10.1080/00336297.2008.10483564

    • Search Google Scholar
    • Export Citation

  • Kteily, N.S., & Bruneau, E. (2017). Darker demons of our nature: The need to (re)focus attention on blatant forms of dehumanization. Current Directions in Psychological Science, 26(6), 487–494. https://doi.org/10.1177/0963721417708230

    • Search Google Scholar
    • Export Citation

  • Lee, K.H. (2020). Mental health and recreation opportunities. International Journal of Environmental Research and Public Health, 17(24), Article 9338. https://doi.org/10.3390/ijerph17249338

    • Search Google Scholar
    • Export Citation

  • Lewis, Z.H., Hansen, K., Narasaki-Jara, M., Killick, L., Kwon, M., Chase, L., & Lemez, S. (2022). Embedding diversity, equity, and inclusion into a kinesiology curriculum: A detailed report of a curriculum redesign. Social Sciences, 11(7), Article 271. https://doi.org/10.3390/socsci11070271

    • Search Google Scholar
    • Export Citation

  • Lightfoot, E., McCleary, J.S., & Lum, T. (2014). Asset mapping as a research tool for community-based participatory research in social work. Social Work Research, 38(1), 59–64. https://doi.org/10.1093/swr/svu001

    • Search Google Scholar
    • Export Citation

  • Lowrie, P.M., & Robinson, L.E. (2013). Creating an inclusive culture and climate that supports excellence in kinesiology. Kinesiology Review, 2(3), 170–180. https://doi.org/10.1123/krj.2.3

    • Search Google Scholar
    • Export Citation

  • Mahar, M.T., Baweja, H., Atencio, M., Barkhoff, H., Duley, H.Y., Makuakāne-Lundin, G., McClain, Z.D., Pacheco, M., Wright, E.M., & Russell, J.A. (2021). Inclusive excellence in kinesiology units in higher education. Kinesiology Review, 10(4), 390–397. https://doi.org/10.1123/kr.2021-0042

    • Search Google Scholar
    • Export Citation

  • Marquardt, G. (2011). Wayfinding for people with dementia: A review of the role of architectural design. Health Environments Research and Design Journal, 4(2), 75–90. https://doi.org/10.1177/193758671100400207

    • Search Google Scholar
    • Export Citation

  • Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119

    • Search Google Scholar
    • Export Citation

  • Morozov, E. (2013). To save everything, click here. The folly of technological solutionism. Public Affairs.

  • Oliver, S. (2011). Dehumanization: Perceiving the body as (in)human. In P. Kaufmann, H. Kuch, C. Neuhäusser, & E. Webster (Eds.), Humiliation, degradation, dehumanization. Human dignity violated (pp. 85–97). Springer.

    • Search Google Scholar
    • Export Citation

  • Paige, J. (2009). The 21st century skills movement. Educational Leadership, 9(67), Article 11.

  • Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N., Al-Freih, M., Dickson-Deane, C., Guevara, C., Koster, L., Sánchez-Mendiola, M., Bessette, L.S., & Stine, J. (2022). EDUCAUSE Horizon report, teaching and learning edition. EDUCAUSE. https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition

    • Search Google Scholar
    • Export Citation

  • Perry, M., & Medina C. (2011). Embodiment and performance in pedagogy research: Investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27(3), 62–75.

    • Search Google Scholar
    • Export Citation

  • Proulx, M.J., Todorov, O.S., Aiken, A.T., & de Sousa, A.A. (2016). Where am I? Who am I? The relation between spatial cognition, social cognition and individual differences in the built environment. Frontiers in Psychology, 7, Article 64. https://doi.org/10.3389/fpsyg.2016.00064

    • Search Google Scholar
    • Export Citation

  • Russell, J., Beth, M., Wadsworth, D., George, S., Wheeler, W., & Barkhoff, H. (2022). Justice, equity, diversity, and inclusion—Utilizing student voices during strategic decision-making processes. Kinesiology Review, 11(4), 297–302. https://doi.org/10.1123/kr.2022-0018

    • Search Google Scholar
    • Export Citation

  • Russell, J., Gonzales, L.D., & Barkhoff, H. (2021). Demonstrating equitable and inclusive crisis leadership in higher education. Kinesiology Review, 10, 383–389. https://doi.org/10.1123/kr.2021-0051

    • Search Google Scholar
    • Export Citation

  • Sandlin, J.A., O’Malley, M.P., & Burdick, J. (2011). Mapping the complexity of public pedagogy scholarship: 1894–2010. Review of Educational Research, 81(3), 338–375. https://doi.org/10.3102/0034654311413395

    • Search Google Scholar
    • Export Citation

  • Sandoval, J.C.B., de Santana, V.F., Berger, S., Quigley, L.T., & Hobson, S. (2023). Responsible and inclusive technology framework: A formative framework to promote societal considerations in information technology contexts. arXiv preprint arXiv:2302.11565.

    • Search Google Scholar
    • Export Citation

  • Simon, M., Lee, J., Evans, M., Sucre, S., & Azzarito, L. (2022). A call for social justice researchers: Intersectionality as a framework for the study of human movement and education. Kinesiology Review, 11(2), 149–157. https://doi.org/10.1123/kr.2021-0009

    • Search Google Scholar
    • Export Citation

  • Smith, D.L. (2011). Less than human: Why we demean, enslave, and exterminate others. Macmillan.

  • Smucker, A.D. (2022). Exploring the growth of inclusive curriculum: A systematic review of scholar and practitioner perspectives. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2022.2121988

    • Search Google Scholar
    • Export Citation

  • Stentiford, L., & Koutsouris, G. (2022). Critically considering the inclusive curriculum in higher education. British Journal of Sociology of Education, 43(8), 1250–1272. https://doi.org/10.1080/01425692.2022.2122937

    • Search Google Scholar
    • Export Citation

  • UNESCO. (2020). Global education monitoring report, 2020. Inclusion and education: All means all.

  • Urtel, M., Keith, N., & Bahamonde, R.E. (2022). Exemplifying inclusive excellence: How Indiana University Purdue University Indianapolis leads by example in kinesiology. Kinesiology Review, 11(4), 311–315. https://doi.org/10.1123/kr.2022-0022

    • Search Google Scholar
    • Export Citation

  • World Economic Forum. (2016). Global challenge insight report. The Future of Jobs.

  • Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91.

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 398 398 49
Full Text Views 1381 1381 21
PDF Downloads 36 36 14