This paper is based on a presentation at the 2021 National Academy of Kinesiology (NAK) meeting with the theme “Kinesiology’s Social Justice Imperative.” To address the question of the title—Kinesiology: Moving toward social justice?—here’s the haiku version and a summary of this paper: . . . to
Diane L. Gill
Bradley J. Cardinal
and others were explored through presentations devoted to the theme: Kinesiology’s Social Justice Imperative. Having been deferred in 2020 because of the COVID-19 global pandemic ( Liu et al., 2020 ), the 2021 meeting was held virtually. There were several unique benefits to the virtual meeting
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell
collaborations with experts in diversity and social justice to help themselves and their students achieve the knowledge and skills necessary to foster cultural competence. Kinesiology programs in higher education are responsible for the preparation of a workforce that is culturally prepared to promote physical
Samuel R. Hodge and Louis Harrison
The title of this paper is inspired by the thought-provoking work of Cheryl E. Matias ( 2016 ) titled Feeling White: Whiteness, Emotionality, and Education . Specific to physical education, however, Black scholars have voiced advocacy for social justice in teacher education for nearly 2 decades
Martin E. Block and Abby Fines
this paper is to examine inclusion of individuals with disabilities in PA through a social justice lens. The goal of this paper is to make PA providers aware of intended and unintended attitudes and behaviors that lead to discrimination against people with disabilities in sport, recreation, fitness
K. Andrew R. Richards, Kim C. Graber, and Amelia Mays Woods
education environments, Ennis was an educator at heart and was deeply interested in the needs and experiences of school-age children participating in physical education classes. Much of her work was guided by social constructivist and social justice theories that promoted equitable education in which
Mara Simon, Jihyeon Lee, Megen Evans, Sheldon Sucre, and Laura Azzarito
justice issues ( Azzarito, 2019a ; Bauer, 2014 ; Bowleg, 2012 ; Graham et al., 2011 ). The racial and social class disparities reflected in the death toll of the COVID-19 pandemic show that race and racism at the intersection of social class, gender, and (dis)ability have a disproportionate impact on
John Williams and Shane Pill
In writing this article, we concur with Azzarito, Macdonald, Dagkas, and Fisette ( 2017 ) that new critical pedagogical approaches are required to foster social justice and question “taken-for-granted” education practices that serve to reinforce dominant cultures while marginalizing minority
Wendell C. Taylor, Walker S. Carlos Poston, Lovell Jones, and M. Katherine Kraft
The term “environmental justice” refers to efforts to address the disproportionate exposure to and burden of harmful environmental conditions experienced by low-income and racial/ethnic minority populations.
Based on computer and manual searches, this paper presents a review of articles in the published literature that discuss disparities in physical activity, dietary habits, and obesity among different populations.
This paper provides evidence that economically disadvantaged and racial/ethnic minority populations have substantial environmental challenges to overcome to become physically active, to acquire healthy dietary habits, and to maintain a healthy weight. For example, residents living in poorer areas have more environmental barriers to overcome to be physically active.
We propose a research agenda to specifically address environmental justice with regard to improving physical activity, dietary habits, and weight patterns.
Mary A. Hums and Packianathan Chelladurai
This study examined the development of an instrument to assess the views held by NCAA male and female coaches and administrators concerning the principles of distributive justice used in the allocation of resources in athletic departments. The steps in the development of the instrument, including the use of a panel of experts, a pilot study, and a confirmatory study, are presented. Scenarios were developed describing situations involving either distribution or retribution of three different resources within athletic departments; money, facilities, or support services. The eight allocation principles listed under each scenario were (a) equality of treatment, (b) equality of results, and (c) equality of opportunity; contributions based on (d) productivity, (e) spectator appeal, (f) effort, and (g) ability; and (h) need. Subjects were asked to rate the justness of each allocation principle in each scenario and to choose which allocation principle they would implement in that scenario.