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
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
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
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
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
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
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
David Lilley
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
