ABSTRACT

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms.

Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries.

Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway.

Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers’ practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team.

Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as ‘equity not equality’, (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE.

Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.

摘要

背景：在当今这个时代，人们对​​新自由主义全球化和社会不稳定的影响越来越关注（Hirk，2020年），因此，在HPE中关注公平，民主和社会正义是相关的。尽管在HPE中倡导解决社会正义问题的教学方法，但对于在HPE教室中实施批判教学法的教师的实证研究有限。

目的：确定学校的HPE教学实践，通过在三个不同参与国的实践制定来促进社会公正。

参与者和环境：调查涉及对来自三个不同国家的13名有目的的中学健康和体育教师进行课堂观察和课后访谈。总共观察到20个HPE课程。参与者包括年龄在25至55岁之间，具有3至25年教学经验的7位男老师和6位女老师。数据收集的设置是强制性的男女同校实用HPE课程，在新西兰的四所学校，瑞典的四所学校和挪威的三所学校中有13至15岁的学生。

数据收集和分析：本研究采用关键事件技术（CIT）方法（Flanagan 1954），涉及通过探索性观察和刺激召回访谈收集数据（Lyle 2003）。课堂观察的重点是确定似乎正在解决社会正义问题的事件。使用多国观察员团队是该研究的关键原则，其前提是，熟悉情境的本地研究人员会附带对教师行为的认可假设。数据通过六阶段主题分析方法进行分析（Braun和Clarke 2013）。这涉及三个阶段：每个国家的研究人员分别，集体，最后通过整个跨国研究团队进行。

调查结果：数据分析得出三个主要主题：（1）关系，（2）进行社会凝聚力的教学，（3）明确地讲授有关社会不平等并采取行动的方法。本文以批判教育学为视角来报道第三个主题。在本文中，我们提出了三个子主题。（1）将教学视为“平等而不是平等”，（2）促进边缘化群体（3）和教师批判性反思，作为在HPE中为社会正义采取行动的明确批判性教学法的例子。

结论/启示：尽管本文中提出的发现是旨在解决社会不平等问题的明确教师行为的例子，但我们建议为社会正义而进行的教学要求教师对社会不平等采取行动，并教导有关社会不公正的知识以准备学生成为变革的推动者，并超越HPE自身对社会不平等采取行动。