Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities

Göran Gerdin, Lena Larsson, Katarina Schenker, Susanne Linnér, Kjersti Mordal Moen, Knut Westlie, Wayne Smith and Rod Philpot
Additional contact information
Göran Gerdin: Department of Sport Science, Linnaeus University, 351 95 Växjö, Sweden
Lena Larsson: Department of Sport Science, Linnaeus University, 351 95 Växjö, Sweden
Katarina Schenker: Department of Sport Science, Linnaeus University, 351 95 Växjö, Sweden
Susanne Linnér: Department of Sport Science, Linnaeus University, 351 95 Växjö, Sweden
Kjersti Mordal Moen: Department of Public Health and Sport Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, 2418 Elverum, Norway
Knut Westlie: Department of Public Health and Sport Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, 2418 Elverum, Norway
Wayne Smith: School of Curriculum and Pedagogy, Faculty of Education and Social Work, University of Auckland, Auckland 1142, New Zealand
Rod Philpot: School of Curriculum and Pedagogy, Faculty of Education and Social Work, University of Auckland, Auckland 1142, New Zealand

IJERPH, 2020, vol. 17, issue 18, 1-17

Abstract: A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.

Keywords: physical education; health; equity; social justice; pedagogy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/17/18/6904/pdf (application/pdf)
https://www.mdpi.com/1660-4601/17/18/6904/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:17:y:2020:i:18:p:6904-:d:416852

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().