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
K. Andrew R. Richards, Kim C. Graber, and Amelia Mays Woods
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
Edited by Nick J. Watson, Kevin Hargaden, and Brian Brock. Published 2018 by Routledge , New York, NY. $140.00 , 140 pp., ISBN: 978-0-8153-7897-6 Theology, Disability and Sport: Social Justice Perspectives is an unexpected book. If the overlap of disability and sport marks a niche field of
Langston Clark, Anthony Heaven, and Usman Shah
The primary purpose of this study was to garner the perspectives of teaching for social justice (TSJ) and teacher education for social justice from individuals who were previously or currently are affiliated with physical education teacher education (PETE) programs at historically Black colleges and universities (HBCUs). A second purpose was to elucidate the meaning of TSJ as it pertains to PETE faculty who were once students of color at HBCUs. Participants: The participants were five Black Americans (three men and two women) alumni of HBCUs.
The research design was descriptive-qualitative using an interviewing approach for data collection, which also included artifact analysis. (Gay, 1996). Specifically, primary data were collected through semistructured in depth interviews. Data analysis occurred through the usage of immersion.
The emergent themes were: mainstreaming and maintaining, intergenerational justice, and different and divergent.
Results of this study indicate that: the nature of social justice is contextual; HBCUs prepare students to teach within both the mainstream and Black communities; and that values and practices related to social justice are passed from teacher educator to teacher education student.
René Revis Shingles
’s perspective using the outline for cultural formulation and cultural formulation interview, to discuss the need to be aware of the social determinants of health in order to help patients or clients beyond cultural needs, and to suggest advocacy through a social-justice lens. Eliciting Cultural Information The
Murray F. Mitchell, Sue Sutherland, and Jennifer Walton-Fisette
serve? What is the responsibility of PETE faculty in addressing issues of social justice in this context of uncertainty, stress, and challenge? What are the consequences of ignoring these questions and others they imply? In this chapter of the Special Issue, our focus is on PETE faculty with the primary
Maureen Connolly and William J. Harvey
; and Pinar, 1988 , among others) seeking to explore issues of inclusion, oppression, social justice, and authentic expression. Freire ( 1970 , cited in Shor, 1987 ) proposes that education scaffolds in three phases: investigation, thematization, and problematization. The first phase, investigation
Tony Rossi, Richard Tinning, Louise McCuaig, Karen Sirna, and Lisa Hunter
Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus example (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society.
Mary E. Duquin, Brenda Jo Bredemeier, Carol Oglesby, and Susan L. Greendorfer
Young people are increasingly the targets of public health and private-public sector campaigns to promote active lifestyles and longevity of the life span (Arnett, 2012; Faulkner, Kwan, Brownrigg, & MacNeill, 2011). Yet media campaigns alone cannot redress the barriers to physical activity. In this paper I argue that theories of life span and social marketing approaches to health promotion share a grounding in the behavioral sciences that need to be broadened to consider social determinants of active and inactive lifestyles and uncover how youth audiences make sense of health promotions. As such, I suggest how the social marketing of healthy life spans can move upstream to advocate policies and programs for youth activity. In this article I a) critically examine our shifting notions of youth and assumptions about life span, b) highlight trends in media consumption by youth, c) consider how kinesiology can broaden the social marketing lens to active media advocacy for social justice, and d) raise implications for research and intervention.