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Diane L. Gill

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

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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

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Desmond W. Delk, Michelle Vaughn, and Samuel R. Hodge

Increasingly, scholars are advocating for and exploring social justice phenomena in Physical Education Teacher Education (PETE) programs ( Harrison et al., 2021 ). Most would agree that PETE programs are largely responsible for the professional preparation of the physical education teacher

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Bernadette “Bernie” Compton

Take a moment to reflect and journal about the following questions: 1. When was the first time you experienced social justice discussed within your graduate training? If you have not yet experienced social justice, is there any reason why you think this could be? 2. What courses have you taken that

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Nneka Arinze, Jesse Mala, Max Klein, and Justine Evanovich

Although multiple forms of pedagogies fit under the umbrella of social justice education (SJE), service learning is of utmost mention. In addition to its potential to improve students’ social justice orientation ( Krings et al., 2015 ), service learning has been recognized as a high-impact practice

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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

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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

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Mara Simon, Jihyeon Lee, Megen Evans, Sheldon Sucre, and Laura Azzarito

calls for researchers to embrace and conceptualize social justice-oriented research to explore subjectivities, embodiment, and social inequalities from the views and experiences of individuals who are marginalized or underrepresented because of their race, gender (female, transgender, and gender fluid

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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

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Langston Clark, Anthony Heaven, and Usman Shah

Purpose

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.

Method:

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.

Results:

The emergent themes were: mainstreaming and maintaining, intergenerational justice, and different and divergent.

Conclusion:

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.