The A–Z of Social Justice Physical Education: Part 2

Abstract

Education has the ability to both reproduce and transform broader social structures. Yet, teachers’ responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This article (the second installment of a two-part series) is an attempt to make an important step in enacting a socially just and informed physical education program. In so doing, we highlight specific ways that teachers and teacher educators can prepare for and teach about precarity in physical education. By providing resources, readings, and examples from practice, we provide a framework that promotes ethics of value, care, and zeal for others.

Notes

¹Judith Butler is the Hannah Arendt Chair and Professor of Philosophy at the European Graduate School and Maxine Elliot Professor in the Department of Comparative Literature at UC–Berkeley.

² See https://researchspace.auckland.ac.nz/handle/2292/47621.

Additional information

Notes on contributors

Dillon Landi

Dillon Landi is an assistant professor in health education and physical education in the Department of Kinesiology at Towson University in Towson, MD.

Shrehan Lynch

Shrehan Lynch ([email protected]) is a senior lecturer in Secondary Initial Teacher Education in the Cass School of Education at the University of East London in London, UK.

Jennifer Walton-Fisette

Jennifer Walton-Fisette is an associate professor in the College of Education, Health and Human Services at Kent State University in Kent, OH.