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Sport, Education and Society Volume 25, 2020 - Issue 4
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Articles

‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning an activist approach

Carla LuguettiInstitute for Health and Sport, Victoria University, Melbourne, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9442-1636
ORCID Icon &
Kimberly L. OliverDepartment of Kinesiology and Dance, New Mexico State University, Las Cruces, United States
Pages 423-435 | Received 27 Nov 2018, Accepted 27 Mar 2019, Published online: 03 Apr 2019

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Tonje Fjogstad Langnes & Kristin Walseth. (2023) This is what I learned about the body on social media: PETE students’ experiences with body pressure and body positivity. Sport, Education and Society 28:3, pages 253-271.
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Daniel Martos-García & Wenceslao García-Puchades. (2023) Emancipation or simulation? The pedagogy of ignorance and action research in PETE. Physical Education and Sport Pedagogy 28:1, pages 43-55.
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Jorge Knijnik & Jane Hunter. (2022) The pedagogy of courage: critical Aboriginal football education in Australia’s Northern Territory. Critical Studies in Education 63:3, pages 371-386.
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Oscar Nuñez Enriquez & Kimberly L. Oliver. (2022) ‘Can we play the real sport?’ Co-creating a student-centered after-school sports club. Physical Education and Sport Pedagogy 27:3, pages 231-246.
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Jackie Beth Shilcutt, Kimberly L. Oliver & Raquel Aranda. (2022) “I Wish Dance Class NEVER Ended”: An Activist Approach to Teaching Dance. Journal of Dance Education 22:2, pages 108-118.
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David Meir. (2022) A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy. Sport, Education and Society 27:3, pages 300-319.
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Carla Luguetti, Loy Singehebhuye & Ramón Spaaij. (2022) ‘Stop mocking, start respecting’: an activist approach meets African Australian refugee-background young women in grassroots football. Qualitative Research in Sport, Exercise and Health 14:1, pages 119-136.
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Lars Bjørke, Øyvind Førland Standal & Kjersti Mordal Moen. (2021) ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society 26:8, pages 889-902.
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Carla Luguetti & Fiona McLachlan. (2021) ‘Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context. Sport, Education and Society 26:1, pages 1-14.
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Reece Chapman, Dave Richardson, Ed Cope & Colum Cronin. (2020) Learning from the past; a Freirean analysis of FA coach education since 1967. Sport, Education and Society 25:6, pages 681-697.
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Carla Luguetti, D. Kirk & K. L. Oliver. (2019) Towards a pedagogy of love: exploring pre-service teachers’ and youth’s experiences of an activist sport pedagogical model. Physical Education and Sport Pedagogy 24:6, pages 629-646.
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Sandro Claudio Vita. The problematisation of ethnic and cultural diversity in physical education teacher education (PETE): an analysis of PETE course syllabi from Norway, Aotearoa/New Zealand and Canada. Sport, Education and Society 0:0, pages 1-15.
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Articles from other publishers (10)

Marcos Onofre, João Costa, João Martins, Ana Quitério, Cláudio Farias & Isabel Mesquita. (2023) Portuguese research on physical education and sport didactics—a critical discussion. Frontiers in Sports and Active Living 5.
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Stephanie Beni, Tim Fletcher & Déirdre Ní Chróinín. (2022) ‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education. Teaching and Teacher Education 117, pages 103806.
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Shirley Gray, Rachel Sandford, Julie Stirrup, David Aldous, Stephanie Hardley, Nicola Rhys Carse, Oliver Hooper & Anna S Bryant. (2021) A comparative analysis of discourses shaping physical education provision within and across the UK. European Physical Education Review 28:3, pages 575-593.
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Carla Luguetti, Eimear Enright, Jack Hynes & Jeffrey Anthony Bishara. (2021) The (im)possibilities of praxis in online health and physical education teacher education. European Physical Education Review 28:1, pages 57-77.
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Abdulghani Muthanna, Ahmed Alduais & Bakil Ghundol. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education 411 425 .
Andy Vasily, Tim Fletcher, Doug Gleddie & Déirdre Ní Chróinín. (2021) An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit. Journal of Teaching in Physical Education 40:4, pages 652-661.
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Corina van Doodewaard. (2021) “They May Be a Level One Student, But I Love Them All”: Preservice Teachers Negotiating Inclusion and Diversity in Their Classes. Journal of Teaching in Physical Education 40:4, pages 547-555.
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Carla Luguetti & Kimberly L. Oliver. (2020) A transformative learning journey of a teacher educator in enacting an activist approach in Physical Education Teacher Education. The Curriculum Journal 32:1, pages 118-135.
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Donal Howley & Mary O’Sullivan. (2021) “You’re Not Going to Get It Right Every Time”: Teachers’ Perspectives on Giving Voice to Students in Physical Education. Journal of Teaching in Physical Education 40:1, pages 166-174.
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Carla Luguetti & Brent McDonald. (2020) ‘I always live in a quebrada [favela] and today I am here. So, you can be also here one day’: Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds . European Physical Education Review 26:4, pages 1006-1022.
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