5,668
Views
9
CrossRef citations to date
0
Altmetric
Articles

Inclusion and exclusion in multi-ethnic physical education: an intersectional perspective

ORCID Icon &

References

  • Ainscow, M., & César, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 21(3), 231–238.
  • Anthias, F. (2006). Belongings in a globalising and unequal world: Rethinking translocations. In N. Yuval-Davies, K. Sannabiran, & U. M. Vieten (Eds.), The situated politics of belonging (pp. 17–31). London: SAGE Publications Ltd.
  • Azzarito, L. (2009). The panopticon of physical education: Pretty, active and ideally white. Physical Education and Sport Pedagogy, 14(1), 19–39.
  • Azzarito, L. (2016). ‘Permission to speak’: A postcolonial view on racialized bodies and PE in the current context of globalization. Research Quarterly for Exercise and Sport, 87(2), 141–150.
  • Azzarito, L., Simon, M., & Marttinen, R. (2017). ‘Up against whiteness’: Rethinking race and the body in a global era. Sport, Education and Society, 22(5), 635–657.
  • Azzarito, L., & Solomon, M. A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25–47.
  • Banks, J. A. (2006). Race, culture, and education: The selected works of James A. Banks. London: Routledge.
  • Barker, D. (2017). In defence of white privilege: Physical education teachers’ understandings of their work in culturally diverse schools. Sport, Education and Society, 1–13.
  • Barker, D., Barker-Ruchti, N., Gerber, M., Gerlach, E., Sattler, S., & Pühse, U. (2014). Youths with migration backgrounds and their experiences of physical education: An examination of three cases. Sport, Education and Society, 19(2), 186–203.
  • Barnard Flory, S. (2015). Early career experiences of physical education teachers in urban schools. Journal of Teaching in Physical Education, 34(4), 661–679.
  • Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17–34.
  • Benn, T., & Pfister, G. (2013). Meeting needs of Muslim girls in school sport: Case studies exploring cultural and religious diversity. European Journal of Sport Science, 13(5), 567–574.
  • Bhambra, G. K. (2006). Culture, identity and rights: Challenging contemporary discourses of belonging. In N. Yuval-Davies, K. Sannabiran, & U. M. Vieten (Eds.), The situated politics of belonging (pp. 32–41). London: Sage Publications Ltd.
  • Bilge, S. (2010). Recent feminist outlooks on intersectionality. Diogenes, 57(1), 58–72.
  • Brochmann, G., & Hagelund, A. (2012). Immigration policy and the Scandinavian welfare state 1945–2010. London: Palgrave Macmillan.
  • Brubaker, R. (2001). The return of assimilation? Changing perspectives on immigration and its sequels in France, Germany, and the United States. Ethnic and Racial Studies, 24(4), 531–548.
  • Bryman, A. (2016). Social research methods. Oxford: Oxford University Press.
  • Chinga-Ramirez, C. (2017). Becoming a ‘foreigner’: The principle of equality, intersected identities, and social exclusion in the Norwegian school. European Education, 49(2-3), 151–165.
  • Dagkas, S. (2007). Exploring teaching practices in physical education with culturally diverse classes: A cross-cultural study. European Journal of Teacher Education, 30(4), 431–443.
  • Dagkas, S., Benn, T., & Jawad, H. (2011). Multiple voices: Improving participation of Muslim girls in physical education and school sport. Sport, Education and Society, 16(2), 223–239.
  • Dagkas, S., & Hunter, L. (2015). ‘Racialised’ pedagogic practices influencing young Muslims’ physical culture. Physical Education and Sport Pedagogy, 20(5), 547–558.
  • Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of ivory tower racism and the implications for physical education. Sport, Education and Society, 18(4), 453–474.
  • Dowling, F., & Flintoff, A. (2015). A whitewashed curriculum? The construction of race in contemporary PE curriculum policy. Sport, Education and Society, 1–13.
  • Eide, E. (2014). ‘Det store vi’ - medier, inkludering og ekskludering [“The great we” - Media, inclusion and exclusion]. In K. Westrheim & A. Tolo (Eds.), Kompetanse for mangfold : om skolens utfordringer i det flerkulturelle Norge (pp. 150–167). Bergen: Fagbokforl.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (Vol. 2). Chicago: University of Chicago Press.
  • Engen, T. O. (2014). Tilpasset opplæring i superdiversiteten? [Adapted education in the super diversity?]. In K. Westrheim & A. Tolo (Eds.), Kompetanse for mangfold: om skolens utfordringer i det flerkulturelle Norge (pp. 56–95). Bergen: Fagbokforl.
  • Evans, J. (2014). Equity and inclusion in physical education plc. European Physical Education Review, 20(3), 319–334.
  • Fangen, K. (2010). Deltagende observasjon [Participant observation] (Vol. 2). Bergen: Fagbokforl.
  • Fitzpatrick, K. (2013). Brown bodies, racialisation and physical education. Sport, Education and Society, 18(2), 135–153.
  • Fitzpatrick, K., & Santamaría, L. J. (2015). Disrupting racialization: Considering critical leadership in the field of physical education. Physical Education and Sport Pedagogy, 20(5), 532–546.
  • Fleming, S. (1994). Sport and South Asian youth: The perils of ‘false universalism’ and stereotyping. Leisure Studies, 13(3), 159–177.
  • Flintoff, A. (2015). Playing the ‘race’ card? Black and minority ethnic students’ experiences of physical education teacher education. Sport, Education and Society, 20(2), 190–211.
  • Flintoff, A., & Dowling, F. (2017). ‘I just treat them all the same, really’: Teachers, whiteness and (anti) racism in physical education. Sport, Education and Society, 1–13.
  • Flintoff, A., Fitzgerald, H., & Scraton, S. (2008). The challenges of intersectionality: Researching difference in physical education. International Studies in Sociology of Education, 18(2), 73–85.
  • Fylkesnes, S., Mausethagen, S., & Nilsen, A. B. (2018). The double meaning making of the term cultural diversity in teacher educator discourses. Nordic Journal of Comparative and International Education, 2(1), 16–38.
  • Hamzeh, M., & Oliver, K. (2012). ‘Because I am Muslim, I cannot wear a swimsuit’: Muslim girls negotiate participation opportunities for physical activity. Research Quarterly for Exercise and Sport, 83(2), 330–339.
  • Hancock, A. M. (2016). Intersectionality: An intellectual history. Oxford: Oxford University Press.
  • Harlap, Y., & Riese, H. (2014). Hva skjer når vi ser farge innen utdanning? Mulighetene ved å teoretisere rase i skolen i et “fargeblindt” Norge [What happens when we see colour in education? The posibilities of theorizing race in education in a ‘colour-blind’ Norway]. In K. Westrheim, & A. Tolo (Eds.), Kompetanse for mangfold: om skolens utfordringer i det flerkulturelle Norge (pp. 190–216). Bergen: Fagbokforl.
  • Harrison Jr., L., Carson, R. L., & Burden Jr., J. (2010). Physical education teachers’ cultural competency. Journal of Teaching in Physical Education, 29(2), 184–198.
  • Hastie, P. A., Martin, E., & Buchanan, A. M. (2006). Stepping out of the norm: An examination of praxis for a culturally-relevant pedagogy for African-American children. Journal of Curriculum Studies, 38(3), 293–306.
  • Haug, P., Nordahl, T., & Hansen, O. (2014). Inkludering [Inclusion]. Oslo: Gyldendal akademisk.
  • Hill, J. (2015). ‘If you miss the ball, you look like a total muppet!’ Boys investing in their bodies in physical education and sport. Sport, Education and Society, 20(6), 762–779.
  • Hill, J., & Azzarito, L. (2012). Representing valued bodies in PE: A visual inquiry with British Asian girls. Physical Education and Sport Pedagogy, 17(3), 263–276.
  • Hill Collins, P. (2009). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York: Routledge.
  • Hill Collins, P. (2016). Toward a new vision: Race, class, and gender as categories of analysis and connection. In S. J. Ferguson (Ed.), Race, gender, sexuality, and social class. Dimensions of inequality and identity (2nd ed., pp. 539–549). London: SAGE.
  • Hill Collins, P., & Bilge, S. (2016). Intersectionality. Cambridge: Polity.
  • Knez, K., Macdonald, D., & Abbott, R. (2012). Challenging stereotypes: Muslim girls talk about physical activity, physical education and sport. Asia-Pacific Journal of Health, Sport and Physical Education, 3(2), 109–122.
  • Kvale, S., & Brinkmann, S. (2009). Det kvalitative forskningsintervju [Interviews] (2nd ed.). Oslo: Gyldendal akademisk.
  • Lidén, H. (2001). Underforstått likhet: skolens håndtering av forskjeller i et flerkulturelt samfunn [Implied equality: How the school manages differences in a multicultural society]. In H. Lidén, M. Lien, & H. Vike (Eds.), Likhetens paradokser (pp. s. 68–s. 85). Oslo: Universitetsforlaget.
  • Lleixà, T., & Nieva, C. (2018). The social inclusion of immigrant girls in and through physical education. Perceptions and decisions of physical education teachers. Sport, Education and Society, 1–14. doi: 10.1080/13573322.2018.1563882
  • Ludvigsen, S. (project leader) (2015). Fremtidens skole - Fornyelse av fag og kompetanser [Future school - Renewal of subjects and competences]. Oslo: Departementenes sikkerhets - og serviceorganisasjon.
  • Lund, A. B. (2017). Mangfold gjennom anerkjennelse og inkluderende prakis [Diversity through recognition and inclusive practice]. Oslo: Gyldendal akademisk.
  • Macdonald, D., Abbott, R., Knez, K., & Nelson, A. (2009). Taking exercise: Cultural diversity and physically active lifestyles. Sport, Education and Society, 14(1), 1–19.
  • Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1–2), 118–131.
  • Ministry of Education and Research. (2018). Integrering gjennom kunnskap - Regjeringens integreringsstrategi 2019–2022 [Integration through knowledge - Government’s integration strategy]. Retrieved from https://www.regjeringen.no/no/dokumenter/integrering-gjennom-kunnskap/id2617092/
  • Munk, M., & Agergaard, S. (2018). Listening to students’ silences: A case study examining students’ participation and non-participation in physical education. Physical Education and Sport Pedagogy, 23(4), 1–16.
  • Niemi, E. (2002). Kategorienes etikk og minoritetene i nord: et historisk perspektiv [The ethnics of categories and the minorities in the North: A historical perspective]. Samisk forskning og forskningsetikk / NESH, 2002(2), 22–44.
  • Norwegian Directorate for Education and Training. (2013). Kompetanse for mangfold [competency for diversity]. Retrieved from https://www.udir.no/laring-og-trivsel/kompetanse-for-mangfold/
  • Norwegian Directorate for Education and Training. (2015a). Curriculum for Physical education. The Norwegian Directorate for Education and Training. Retrieved from http://data.udir.no/kl06/KRO1-04.pdf?lang=http://data.udir.no/kl06/eng
  • Norwegian Directorate for Education and Training. (2015b). Core curriculum. Retrieved from https://www.udir.no/globalassets/filer/lareplan/generell-del/core_curriculum_english.pdf
  • Norwegian Directorate for Education and Training. (2016). Begrepsdefinisjoner – minoritetsspråklige [definitions – minority language-speaking students]. Retrieved from https://www.udir.no/laring-og-trivsel/minoritetsspraklige/minoritetsspraklige—hva-ligger-i-begrepet/
  • Osler, A., & Lindquist, H. (2018). Rase og etnisitet, to begreper vi må snakke mer om [Race and ethnicity, two concepts we need to talk more about]. Norsk Pedagogisk Tidsskrift, 102(01), 26–37.
  • Pennington, J. L., & Prater, K. (2016). The veil of professionalism: An autoethnographic critique of white positional identities in the figured worlds of white research performance. Race Ethnicity and Education, 19(5), 901–926.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles: Sage Publications.
  • Rovegno, I., & Gregg, M. (2007). Using folk dance and geography to teach interdisciplinary, multicultural subject matter: A school-based study. Physical Education and Sport Pedagogy, 12(3), 205–223.
  • Sato, T., & Hodge, S. R. (2017). African American teacher candidates’ experiences in teaching secondary physical education. Journal of Teaching in Physical Education, 36(1), 97–112.
  • Simon, M., & Azzarito, L. (2017). ‘Singled out because of skin color … ’: Exploring ethnic minority female teachers’ embodiment in physical education. Sport, Education and Society, 1–16.
  • Skogvang, S. F. (2019). Fornorskingspolitikk [Norwegianization policy]. Retrieved from https://snl.no/fornorskingspolitikk
  • SSB. (2017). Immigrants and Norwegian-born to immigrant parents. Retrieved from https://www.ssb.no/en/befolkning/statistikker/innvbef
  • Staunæs, D. (2003). Where have all the subjects gone? Bringing together the concepts of intersectionality and subjectification. NORA - Nordic Journal of Feminist and Gender Research, 11(2), 101–110.
  • Stride, A. (2014). Let US tell YOU! South Asian, Muslim girls tell tales about physical education. Physical Education and Sport Pedagogy, 19(4), 398–417.
  • Stride, A. (2016). Centralising space: The physical education and physical activity experiences of South Asian, Muslim girls. Sport, Education and Society, 21(5), 1–21.
  • Strømstad, M., Nes, K., & Skogen, K. (2004). Hva er inkludering?: rapport 1 fra evalueringsprosjektet ‘En vurdering av om innføringen av Reform 97 [What is inclusion? Evaluation of Reform 97]. Vallset: Oplandske bokforl og Norges forskningsråd.
  • Thorjussen, I. M., & Sisjord, M. K. (2018). Students’ physical education experiences in a multi-ethnic class. Sport, Education and Society, 23(7), 1–13.
  • Tolo, A. (2014). Utforming av utdanningspolitikk på det flerkulturelle området [Developing educational policy in the multicultural field]. In K. Westrheim, & A. Tolo (Eds.), Kompetanse for mangfold : om skolens utfordringer i det flerkulturelle Norge (pp. 96–118). Bergen: Fagbokforl.
  • van Doodewaard, C., & Knoppers, A. (2018). Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity. Gender and Education, 30(2), 187–204.
  • Walseth, K. (2015). Muslim girls’ experiences in physical education in Norway: What role does religiosity play? Sport, Education and Society, 20(3), 304–322.
  • Walseth, K., Aartun, I., & Engelsrud, G. (2015). Girls’ bodily activities in physical education How current fitness and sport discourses influence girls’ identity construction. Sport, Education and Society, 1–18.
  • Westrheim, K. (2014). Det flerkulturell i et kritisk perspektiv [The multicultural in a critical perspective]. In K. Westrheim & A. Tolo (Eds.), Kompetanse for mangfold - Om skolens utfordringer i det flerkulutrelle Norge (pp. 27–55). Bergen: Fagbokforlaget.
  • Whatman, S., Quennerstedt, M., & McLaughlin, J. (2017). Indigenous knowledges as a way to disrupt norms in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education, 8(2), 115–131.
  • With-Nielsen, N., & Pfister, G. (2011). Gender constructions and negotiations in physical education: Case studies. Sport, Education and Society, 16(5), 645–664.
  • Yuval-Davis, N., Kannabiran, K., & Vieten, U. M. (2006). Introduction. In N. Yuval-Davies, K. Sannabiran, & U. M. Vieten (Eds.), The situated politics of belonging (pp. 1–14). London: Sage Publications Ltd.