will face backlash—personal or professional—for writing this response. I, therefore, hope to use this privilege to offer some thoughts on how we can “step up” for trans inclusion in sport history. First, I offer responses to some of the obstacles historians encounter in studying trans history, then I
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“Stepping Up” for Trans Inclusion in Sport
Lindsay Parks Pieper
Dismantling Historical Hardscapes: Unsettling Inclusion as Solidarity
Nathan V. Fawaz and Danielle Peers
solidarity. In recognition of that call, some scholars and institutions have rigidified certain practices of acknowledgement and inclusion into structures that are founded upon the opposite. The defining feature of a solid is its substance: neither hollow nor empty. So, too, our solidarity must be
Our Commitment to Diversity, Equity, and Inclusion
Kellie C. Huxel Bliven
purposeful diversity, equity, and inclusion initiatives. To this point, we are moving beyond acknowledging inequities and are actively working to develop initiatives to better create and sustain a journal that you can rely upon to recognize and publish evidence that can be translated to the diverse patient
Equity, Diversity, and Inclusion in Sport Organizations
Simon J. Barrick
By Amélie Keyser-Verreault, Sophie Brière, Marilou St-Pierre, Guylaine Demers, and Diane Culver (Translated by Catriona LeBlanc). Published in 2024 by Presses de l’Université Laval . $25.00 paperback. 142 pp. ISBN: 9782763758442 In “Equity, Diversity, and Inclusion in Sport Organizations,” Keyser
Social Inclusion in Community Sport: A Case Study of Muslim Women in Australia
Hazel Maxwell, Carmel Foley, Tracy Taylor, and Christine Burton
This paper considers how organizational practices facilitate and inhibit the social inclusion of Muslim women in a community sport setting. A case study of social inclusion practices in an Australian community sport organization (CSO) was built through interviews, focus groups, secondary data, and documentary evidence. Drawing on the work of Bailey (2005, 2008) the analysis employed a social inclusion framework comprised of spatial, functional, relational, and power dimensions. Findings indicated that there are a range of practices which facilitate social inclusion. Paradoxically, some of the practices that contributed to social inclusion at the club for Muslim women resulted in social exclusion for non-Muslim women. Examining each practice from multiple perspectives provided by the social inclusion framework allowed a thorough analysis to be made of the significance of each practice to the social inclusion of Muslim women at the club. Implications for social inclusion research and sport management practice are discussed.
(Un)Doing Diversity Work in a “Diverse” Space: Examining Diversity, Equity, and Inclusion Work in Historically Black College and University Athletics
A. Lamont Williams, Marcis Fennell, and Yannick Kluch
, 2022 ). Around the same time, a separate headline focused on (barriers to) diversity and inclusion made the news: “MEAC women ADs dominate the conference heading into 2023,” titled HBCU Gameday ( HBCU Gameday, 2022 , para. 1), referring to the fact that five out of the eight athletic directors in the
Inclusion Understood From the Perspectives of Children With Disability
Nancy Spencer-Cavaliere and E. Jane Watkinson
This study explored the perspectives of children with disabilities regarding the concept of inclusion in physical activity. Participants were children (two girls, nine boys, Mage = 10 years, five months, age range: 8–12 years) with disabilities, including cerebral palsy, fine and gross motor delays, developmental coordination disorder, muscular dystrophy, nemaline myopathy, brachial plexus injury, and severe asthma. Children’s perspectives on inclusion in physical activity (e.g., sports, games, and play) were explored through semistructured interviews. Interviews were digitally audio taped and transcribed verbatim. Data were analyzed through content analysis. Three themes emerged from the data: gaining entry to play, feeling like a legitimate participant, and having friends. These themes were associated with feeling included to varying degrees in sports, games, and play. In essence, it was the actions of others that were the prominent features identified by children that contributed to feeling more or less included in physical activity contexts. These results are discussed in relation to inclusion in physical education, recreation, and unstructured free play.
In-Service Teachers’ and Educational Assistants’ Professional Development Experiences for Inclusive Physical Education
Hayley Morrison and Doug Gleddie
work together as a collaborative instructional team to support the inclusion of students with disabilities in all subject areas ( Jones, Ratcliff, Sheehan, & Hunt, 2012 ). Unfortunately, when it comes to teaching inclusive physical education (IPE) for all students within the physical education
Program Directing as Critical Praxis: Efforts to Embed Diversity, Equity, Inclusion, and Justice Values Into an Athletic Leadership Master’s Program
Jill Kochanek
sport is to be a meaningful competitive and empowering context for all, and—more ambitiously—if sport is to deliver on its unifying potential, kinesiology and related areas of sport and movement studies must make a robust commitment to the values of diversity, equity, inclusion, and justice (DEIJ) in
Women and Members of Socially Diverse Groups in a Sport Management Program: Key Lessons From Creating and Leading a Student-Led Equity, Diversity, and Inclusion Club
Sullivan Murphy, Dawn E. Trussell, Mackayla Petrie, Brooklyn Groves, and Shannon Kerwin
to navigate and overcome inherent barriers to inclusion ( Harris et al., 2015 ; Morris et al., 2019 ; Sauder et al., 2018 ). To counteract the chilly climate, research has called for increased representation in leadership ( Aguiar, 2021 ; Bell et al., 2009 ; Burton, 2015 ; Cunningham, 2008
