Antigonish, Nova Scotia, Canada

New book by StFX education professor helping map a better way forward in physical and health education

June 16th, 2016
Dr. Dan Robinson

The physical education classroom can be a site of discomfort for young people who occupy marginalized identities, and a place where the normative beliefs and teaching practices of educators can act as a barrier to their inclusion.

Now, a new edited collection Social Justice in Physical Education, Critical Reflections and Pedagogies for Change, co-edited by StFX education professor Dr. Dan Robinson and Dr. Lynn Randall, a professor at the University of New Brunswick, challenges pre-service and in-service teachers to examine the pedagogical practices and assumptions that work to exclude students with intersecting and diverse identities from full participation in physical and health education. 
“For the last number of years, many of our peers in physical education pedagogy have been calling for increased attention and action towards critical pedagogy and social justice. Moreover, and despite that call, many have been unsure about how critical pedagogy and social justice within physical education might actually play out in practice. This project came about to address these issues,” Dr. Robinson says. 
“Globally, this work has been positively received. This is likely largely due to the number of notable international scholars who contributed to the text,” he says. “This work will also be highlighted at the next SHAPE America Conference, where a panel of authors will deliver a session focused upon this work as it relates to diversity and inclusion.”
The contributors to this volume—who consist of both experienced and emerging scholars from Canada, the United States, the United Kingdom, Australia, and New Zealand—approach their topics from a range of social justice perspectives and interpretations. Covering a variety of areas including (dis)ability, gender, sexuality, race, social class, and religion, Social Justice in Physical Education promotes a broader understanding of the sociocultural, political, and institutional practices and assumptions that underlie current physical education teaching.
Each chapter encourages the creation of more culturally relevant and inclusive pedagogy, policy, and practice. Mapping a better way forward for physical and health education, this text will be an invaluable resource for courses on social justice, diversity, inclusive education, and physical education pedagogy.
The book is published by Canadian Scholars’ Press. 

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