Diversity and inclusion
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(Published version)
Date
2018
Authors
Wrench, A.
Garrett, R.
Editors
Petrie, G.
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Book chapter
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Source details - Title: Routledge handbook of primary physical education, 2018 / Petrie, G. (ed./s), Ch.12, pp.134-144
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Abstract
In this chapter, the authors describe Curriculum and pedagogical practices for improved educational outcomes, justice and inclusion in Physical Education (PE). They address socio-critical pedagogical orientations to PE. The authors acknowledge the social construction of inequity and engage with Nancy Fraser's notions of justice. They also address cultural, educational and pedagogical considerations for students in relation to gender, disability, ethnicity and indigeneity. The authors provide that the intersectionality of categories of marginalization, arguing for inclusive pedagogical practices founded in the life-worlds of students, which recognise and value the resources and cultural capital students bring to their schooling. Indigenous students are not a homogenous population, nor are they distributed evenly in terms of geographic location, socio-economic status and educational achievement. Traditional Indigenous Games (TIG) exemplify means for recognising and embedding Indigenous knowledge, movement forms and perspectives into PE curriculum. Teaching TIG and dance represents possibilities for justice in PE in terms of recognition, redistribution and representation
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Copyright 2018 selection and editorial matter, Gerald Griggs and Kirsten Petrie; individual chapters, the contributors
Access Condition Notes: Accepted manuscript is available open access