The A-Z of Social Justice Physical Education: Part 1

Abstract

Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially just physical education practices and ideas for use within classes. As an example, the letter A (Ability) unpacks the hyper-focus physical education programs have placed on physical abilities and the need to be ability aware in all domains within the subject. Thus, it is essential that we prioritize a holistic and well-versed program for all students despite their abilities. Resources for each letter are provided where educators can find more information.

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8 Volume 91 Number 4 April 2020
SHREHAN LYNCH
SUE SUTHERLAND
JENNIFER WALTON-FISETTE
The A–Z of Social Justice
Physical Education: Part 1
Shrehan Lynch (slynch@uel.ac.uk) is a senior lecturer in Secondary Initial Teacher Education in the Cass School of Education at the University of East Lon-
don in London, UK. Sue Sutherland is an associate professor in the Department of Human Sciences at Ohio State University in Columbus, OH. Jennifer
Walton-Fisette is an associate professor in the College of Education, Health and Human Services at Kent State University in Kent, OH.
Social Justice Education
Hate has been plaguing our society; crime is increasing, and daily
we see another malicious religious/race/ethnic/age/gender/sexual ori-
entation/language-related o ense. Politically infl uenced narratives
glide around the media, often neglecting systematic patterns of ineq-
uities that have been working against minority groups for centuries.
Individuals from the most dominant groups in society are a orded
basic human rights, whereas environmental, political and economic
structures work against the realities of many minority groups (see
Figure 1). Critically oriented educationalists (see Blakeney, 2005;
Cochran-Smith, 2004; Fernandez-Balboa, 1993; hooks, 1994) have
focused on addressing social inequities troubling Western society, in

JoperD 9
order to create a more socially aware and morally responsible soci-
ety that accepts rather than hates others. With a focus on diversity,
acceptance and inclusion, education (including physical education)
has an integral role to play in combating social injustice and creating
a more equitable future for all students; such a task can be achieved
through social justice education (SJE).
According to Chapman and Hobel (2010), teaching for social
justice means facilitating educational structures and experiences
where students can embrace and name their ways of knowing
in the world through critical understandings of themselves, their
communities, and their place in wider society. When social justice
is the main aim of a teacher’s pedagogy, it becomes encompassed
within the larger umbrella of SJE. The literature on SJE ranges
from philosophical/conceptual, practical, ethnographic/narrative,
theoretical, and democratically grounded pieces ( Hytten & Bettez,
2011). The practical strand speaks to this article considering our
work was focused on providing examples of SJE for practitioners.
Social Justice Physical Education
Social justice concepts in physical education are not a new fo-
cus. In fact, equality and equity issues in physical education have
been a focus of a number of researchers and practitioners for over
40 years (Walton-Fisette & Sutherland, 2018). In summary of the
research fi ndings, our institutions, such as schools and universi-
ties, refl ect our society and the inequities that circulate it (Culp,
2016). As a result, the fi eld of physical education is predominantly
white, cisgendered, heterosexual and able-bodied; thus, profes-
sionally, physical education lacks the cultural diversity that refl ects
our student population (Harrison & Clark, 2016). Due to the lack
of diversity within the profession, physical education continually
replicates a curriculum that is Eurocentric, elitist, individualist,
masculine and competition-focused (Fernandez-Balboa, 1993) and
reproduces the culture of gendered, racist, sexist and ableist prac-
tices (Lynch & Curtner-Smith, 2019).
Practitioners should learn about equity in physical education
during teacher education; however, many teacher educators do
not teach about SJE or sociocultural issues at all (Hill etal., 2018;
Lynch & Curtner-Smith, 2020). Consequently, Flinto (2018)
urged the physical education profession to provide strategies and
actions for more inclusive spaces for students in our discipline.
What is needed, however, are more strategies as to what SJE
looks like and how it can be enacted within our classes on a daily
basis, along with plans to ensure that we do not perpetuate ineq-
uity. While social justice advocates attempted to encourage SJE
by providing refl ective questions on strands of oppression (see
Figure1) in a recent blog (Lynch & Landi, 2018), we wanted to
share more detailed SJE ideas for physical education. What fol-
lows is an A–M of SJE in physical education (Part 1); the sug-
gested list is by no means exhaustive of every element of SJE but
can be seen as a starting point. By using your professional judg-
ment, you will be able to recognize whether the ideas and strate-
gies outlined are appropriate for your teaching space, and it is
up to you to decide what is appropriate for your context and in-
dividual students’ needs. If you need a quick reference guide, see
Table1, which provides an overview of our fi ve top tips. Impor-
tantly, the language identifi ed within this article should be seen
as relevant for the time; it is not static and will evolve over the
years. Therefore, see the A–Z as evolving language concepts; for
defi nition overviews of the most used words in SJE, see the ABC
social justice glossary (Department of Inclusion & Multicultural
Engagement, Lewis & Clark College, 2014).
The A–M of Social Justice Physical Education
A – Ability Awareness. Every human has unique abilities,
which are special to them. This means our students are gifted in
many di erent ways, such as emotionally, socially, physically and
cognitively. Predominantly in physical education, physical ability
is most valued, with those who are not considered motor com-
petent labeled as “low ability” or “disabled” and those who are
competent movers typically labeled as “high ability.” An ability
awareness educator recognizes that low/high ability does not take
into account the range of abilities that students can o er. For ex-
ample, if a student could not physically perform an overhead clear
in badminton, they may be able to explain it, draw it or teach it
to others. Thus they are an able student. Finding out exactly how
Figure1.
Social justice education, ten strands of oppression
Table1.
Five Top Tips for a Socially Just
Physical Education Program
1. Know your students: take time to understand
students’ biographies and how they identify
2. Provide opportunities for ownership: allow students to
be the creators of the curriculum
3. Allow students to create class expectations at the
beginning of the school year and ensure they hold each
other accountable
4. Practice democratic principles: implement weekly/
monthly class meetings, where students can evaluate
their HPE class
5. Move away from an authoritative fi gure to a facilitator
in the class

10 Volume 91 Number 4 April 2020
students are able to showcase their abilities is essential, rather than
labeling individuals in categories of “can” and “cannot” or “com-
petent” and “incompetent.” An ability-aware educator would con-
sider teaching the concept of ability to students, to help them re-
frame assumptions about those who are considered “incompetent”
or “unable” through creating an inclusive context where focus is
not heavily on ability. As an example, teachers could invite local
community-based Paralympic teams into their gym or cover a mul-
titude of inclusive sports such as seated volleyball, goalball, and
blind running as part of their units (not in isolation). To learn more
about (dierently) abled curriculum ideas, see Teaching about So-
cial Justice Issues in Physical Education (Walton-Fisette, Suther-
land, & Hill, 2019), which details a number of learning experi-
ences that can be implemented.
B – Be Aware of Your Bias. In order to engage fully in SJE, an
understanding of our own bias is imperative. It is important to be
aware of both our explicit (conscious) and implicit (subconscious)
bias and how this impacts our teaching, because, ultimately, we
can reproduce the very things we are trying to teach about. Explicit
bias occurs at a conscious level and encompasses attitudes and
beliefs about a person or group (https://perception.org/research/
explicit-bias/). Implicit bias, on the other hand, refers to uncon-
scious attitudes and stereotypes that influence our understanding,
actions and decisions (Staats, Capatosto, Wright, & Contractor,
2015). Being aware of explicit bias allows it to be consciously con-
trolled or checked in a way that minimizes the impact on students.
However, implicit bias needs to be identified and understood be-
fore it can be mediated through a variety of strategies. Therefore,
an important first step is finding out what your implicit bias(es)
may be. Visit the Project Implicit website at Harvard University to
take a series of tests on a variety of dierent biases: https://implicit.
harvard.edu/implicit/. Once you have identified your bias(es), you
could visit the Kirwin Institute website at Ohio State University for
information and strategies for mediating your implicit biases. Be-
ing aware of our bias(es) is an important step in SJE.
C – Co-constructing Curriculum with a Community of Learn-
ers. Applying SJE means incorporating democratic education
principles. This can include negotiating the physical education cur-
riculum with students and encouraging a community feel among
learners. By giving students voice and choice over their educa-
tion, they can gain a sense of responsibility and ownership in their
physical education class. This can be achieved through class meet-
ings to decide physical education activities, then voting on choices.
The participatory aspect of student voice and choice means that
students are able to embody what a democracy looks and feels
like. However, educators should ensure that each student’s voice
is respected and listened to and that voting is equal and equitable
(see E). In some cases voting should be kept anonymous. A class
survey is a tool that can make voting anonymous. Educators can
find out what activities students want to do in physical education,
collaboratively design a plan for the next semester, and then review
the implemented curriculum afterward to see how it could be im-
proved. Refer to the Institute for Democratic Education in Amer-
ica (Bennis, n.d.) for additional resources to learn more about co-
constructing the curriculum.
D – Diverse Forms of Assessment. Assessing in physical educa-
tion is important to demonstrate student learning in dierent do-
mains. Traditionally, physical educators often fall back on using
standardized tests, product tests, and assessments that focus on the
psychomotor domain. However, as suggested by Cochran-Smith
(2004), a more appropriate practice is to embed diverse forms of
assessment into our classes. A social justice educator incorporates
and prioritizes assessments within the social/emotional and aec-
tive domains to avoid an overreliance on psychomotor assessments
(e.g., learning journals about class relationships or individual white-
boards to reflect on how fun the lesson was). If we assess in many
dierent ways, we provide all students the opportunity to show us
how they learn best. Engaging parents/guardians/caregivers in the
learning journey of their children through the use of alternative
assessments, such as portfolios, can help to raise the visibility and
importance of physical education (Lynch & Curtner-Smith, 2019).
Visit Seesaw (https://web.seesaw.me/) to learn more about a learning
tool to engage and communicate with students and parents/guard-
ians/caregivers about their journey in physical education.
E – Equality versus Equity versus Liberation. These terms mean
dierent things but are often used interchangeably. Figure2 pro-
vides a great visual that illustrates the dierence in these terms. Eq-
uity means providing everyone with an opportunity to be success-
ful. Equality means fairness or treating everyone the same. If
we provide everyone with the same, we cannot be equitable.
Thus we need equitable teaching spaces. Liberation means
including everyone and removing all barriers, which com-
bines equality and equity. To explain this further, we might
say we want all students to be able to run a mile, but some
students do not have sneakers. To be equitable we would
provide those who needed the sneakers, but some students
might think this is unfair. To make the mile run fair, we could
give everyone the same starting line. But to give everyone
the opportunity to be successful, we could say that there is
no time restriction or stipulate how the mile should be done
so students could skip, walk, hop, jump, bike, swim or run!
Taking it one step further, to liberate students, the activity
might not be to run a mile at all; students could select their
own distance or whether they want to do running in the first
place (see C). To ensure whether a school is really promoting
equality, equity or liberation, consider checking the school’s
policy documents for key terms (e.g., equitable). An inclusive
school will promote liberation and acknowledge that more
should be done to provide every student with the opportu-
nity to be successful.
© iStockphoto/portishead1

JoperD 11
Figure2.
The difference between the terms equality, equity, and liberation, illustrated;
© Interaction Institute for Social Change | Artist: Angus Maguire
F – Fat-phobia.There is continual disagreement about the
overall purpose of physical education. Some scholars have argued
the purpose should be to spread health promotion messages and
combat the “obesity”1 epidemic; others suggest the need for physi-
cal education to be educative and focus on critiquing norms circu-
lating health and physical culture. Those who adopt SJE principles
fall into the latter and seek to question health norms that seemingly
ignore sociocultural issues that a ect a person’s ability to engage in
healthy behaviors, such as taking part in physical activity. Largely
those arguing for health promotion seek to address “overweight”
and “obese” bodies to become “slender,” “slim” and “toned” for
the good of the nation. Physical education has adopted this dis-
course and privileges bodies that conform to normative standards.
Subsequently, many educators see those who deviate from the
norm as lazy, unmotivated, gluttonous and in need of remedia-
tion. In order to create a safe and inclusive space for all students,
educators must be conscious that they do not advocate for thin-
ness and promote fat biases toward students (see B), and ensure
their physical education program does not promote a normative
view of the human body. To ensure all students feel comfortable in
class, educators should attempt to love everyBODY in class despite
their unique body size. They might want to relax their attire policy
and allow students to dress how they feel comfortable and ensure
that images shown to students display an array of body types. To
learn more about how a fat bias can a ect your teaching, read and
access the resources within the Do You Love EveryBODY? blog
(Lynch, 2018) that provides resources on this topic and also high-
lights physical education professionals sharing their anti-fat biases.
G – Gender Equity. Providing the same opportunities for each
gender is essential to SJE. In physical education we see gender
inequity through the curriculum itself, but also in the class struc-
ture. The class structure can force students into complying; not
all students conform to the binary categories of male and female
yet are forced into selecting one of those two categories for physi-
cal education classes. Many physical education programs across
the world continue a tradition of single-sex physical education
classes, which can create an uncomfortable situation for those
who are gender non-conforming. The physical education curricu-
lum itself can also provide inequitable gendered situations, by
only o ering traditional conservative activities — for example,
o ering male class activities such as American football, basket-
ball, cricket, rugby, soccer and baseball, and o ering female class
activities such as dance, gymnastics, yoga, netball, softball and
volleyball. These traditionally gendered activities create a norm
that males should carry out masculine, aggressive, power-like
sports and females should continue the tradition of taking part
in activities that promote females as “aesthetically beautiful cre-
ations.” Teachers can promote gendered practices in their lan-
guage by saying slurs such as “don’t throw like a girl” or “boys
don’t cry, man up.” This binary thinking is dangerous in physi-
cal education and can haunt students throughout their life. Stu-
dents, despite their identity preferences, should be o ered access
to all types of activities. When beginning at the start of the aca-
demic year, teachers should have students introduce themselves
by their name and their pronouns. For example, this may look
like, “Hi, my name is Sahim and Iuse he/him/his pronouns.” This
is a simple way to show transgender/nonbinary students that you
acknowledge their presence. Furthermore, the Gay, Lesbian, and
Straight Education Network (GLSEN) have provided some excel-
lent guidelines for teachers (GLSEN, n.d.).
H – Heteronormativity.The notion of heteronormativity is per-
vasive within physical education, as it is within society in general.
Heteronormativity is the view that endorses heterosexuality as the
“normal” or indeed a natural sexuality expression (Landi, 2018).
Understanding how the notion of heteronormativity is present in
physical education and the ways in which it is manifested in ho-
mophobia is important for SJ in physical education. Students who
identify as LGBTQI and/or gender non-conforming often do not
fi nd physical education to be a safe and welcoming space (Ayvazo
& Sutherland, 2009). Including curricular choices that are not gen-
dered, being conscious of language when teaching or talking with
students, using images that are inclusive of athletes who identify as
LGTBQI and/or gender non-conforming, and examining policies
to ensure inclusivity of all students can help to create an emotion-
ally and physically safe environment for students who identify as
LGBTQI and/or gender non-conforming. For more resources on
this topic, see GLSEN (n.d.) and PFLAG (2019).
1Similarly to Wann (2009), we use the quotation marks as scare quotes to empha-
size the word’s unwarranted status.

12 Volume 91 Number 4 April 2020
I – Identity. Understanding our own identity is integral when
engaging in SJE. Not only does exploring self-identity allow you
to gain an awareness of how your life experience has influenced
who you are, but it is crucial in providing insight into how self-
identity influences your teaching and interactions with students.
Reflecting on past experiences that have shaped your current
identity is a good way to start this process. Completing the social
identity wheel (LSA Inclusive Teaching Initiative, 2017a) and the
personal identity wheel (LSA Inclusive Teaching Initiative, 2017b)
will provide you with a tool to explore dierent facets of your
identity. Taking this further, you can use this information to re-
flect on how your self-identity influences your teaching in terms
of teaching styles, choice of units, classroom expectations or rules,
dress policies, discipline strategies, feedback, class climate, and so
on. Understanding how your self-identity influences your interac-
tions and expectations of students is important to consider. Is your
classroom a place where all students feel safe, valued and heard?
Figure1 identifies 10 strands of oppression that can be used to
guide your reflection on this question as it highlights the impor-
tance of understanding intersectionality. Are there students who
identify with certain strands who might not feel as safe, valued or
heard within your classroom?
J – Justice Leads to Joy. Justice in its simplest form is being fair
or just. In education, justice is demonstrated in schooling through
the telling of real history truths such as employing a curriculum that
details Christopher Columbus “invading” the United States, not
“discovering” the United States. Justice is also exhibited through
a school name or mascot, its structures, and its policies. For ex-
ample, is your school or football team named after someone or
something that is culturally insensitive? As an educator, the norm
should include speaking out when recognizing injustice and subse-
quently inequitable practices. It is through advocating for justice
that social justice educators are able to make structural changes in
schools. When changes are made, students can experience more joy
at school, knowing that their space is equitable, and educators want
to make their experience meaningful and purposeful within inclusive
settings. As an example, you might investigate the schools’ discipline
statistics and recognize that minority students of color are frequently
excluded from school to alternate provisions or that they
are over-disciplined; thus the schools’ discipline policy could
be considered Eurocentric and non-inclusive. Second, you
might notice that your school does not have gender-neutral
bathrooms and locker rooms, therefore, the school structure
would need to be addressed to be fully inclusive. Lastly, in-
vestigating the sta diversity could be an insight into recruit-
ment practices. You might find that all the administrators at
your school are white or all male, but the teachers are all
black/brown or female. This could indicate an inequitable
recruitment practice or the need for more positive discrimi-
nation practices. For policy implementation ideas, see Green
and colleagues (2015).
K – Knowledge of Minority Groups. Educators teach
in diverse settings, with students, teachers and administra-
tors from dierent cultural groups than their own. Many of
these students, teachers and administrators may come from
minority groups who have been treated dierently depend-
ing on policy, economics and societal discourses. As a SJE
educator you should seek to become informed of cultural
norms circulating each minority group, along with under-
standing a group’s history. When teachers engage in cultural
awareness, they increase their cultural fluency, which can avoid of-
fending students and their parents/guardians and build teacher-stu-
dent relationships. As an example, encouraging Thanksgiving cele-
brations (or similar holidays) when you have Native American (and
indigenous populations) in your class can be particularly insensitive
and hurtful to students. The Manataka American Indian Council
have overviewed “The REAL Story of Thanksgiving” (Bates, n.d.),
which was designed to inform teachers of the historical distortions
taught within schools. Within physical education, having cultural
awareness might involve knowing that students who identify as
Muslim may be celebrating Ramadan and fasting during particular
months of the year (these change yearly) or that Jehovah’s Wit-
nesses typically would not celebrate Christmas, Easter or practice
yoga. Knowing this information allows teachers to have more valu-
able exchanges with students and understand their cultural norms.
To learn more about dierent minorities, see Teaching Tolerance
for classroom resources, professional development, and further
study: https://www.tolerance.org/topics.
L – Language/linguism. A SJ educator is cognizant of dier-
ent ways of communicating with students who are English lan-
guage learners (ELL). Although it is not reasonable for teachers
to learn the languages spoken by all of their students, it is reason-
able for teachers to learn key words or phrases to enhance their
communication with students. There are also other strategies that
can be used to aid communication, such as visual demonstrations,
word walls (with appropriate translations), use of cue cards (pic-
torial and/or translated), peer translators if available, and the use
of Google Translate. While communicating with students who are
ELL can be achieved through hard work and creativity, the con-
cept of linguism, which is discrimination based on a person’s lan-
guage, is also important to understand. Modeling dierent com-
munication strategies with students who are ELL can also help to
foster understanding and acceptance with peers who are not ELL.
For more ideas and resources for communicating with students
who are ELL, see Support Real Teachers (n.d.).
M – Media. The power of media in the lives of the youngsters
and youth that we teach is increasing every day. Generation Z and
millennials have been immersed into a culture where technology
is normalized, and for some students the digital has become part
© iStockphoto/jarenwicklund

JoperD 13
of their embodied self. The particular infl uence of social media on
students’ body image is important to understand for a number of
reasons. Students who have a body type that is not celebrated or
promoted in a positive way on social media often face negative
comments and/or bullying in physical education. Indeed, students
who seem to fi t the “ideal body type” also often struggle with their
body image. These students may feel inadequate or turn to un-
healthy means to gain their “ideal body,” whether that be steroids/
human growth hormones or eating disorders. A SJ educator fo-
cuses on helping students to celebrate their bodies to provide some
balance to the infl uence of social media. Providing body-positive
images and media in physical education that shows the strength,
grace, power and di erence of people (including well-known ath-
letes) is one way to celebrate di erent body types. An example unit
is covered in Teaching about Social Justice Issues in Physical Edu-
cation (Walton-Fisette, Sutherland, & Hill, 2019), which outlines
the di ering ways to teach about a “strong body” using media
examples in an inclusive, yet stereotype- disruptingway.
Summary
As educators, it is vital that we see our role in making the world
a fairer place as part of our job (Fernandez-Balboa, 1993). Taking
steps toward being a socially just teacher is vital not only for our
own growth and development as teachers, but for the sake of the
students we teach. Creating an environment where all students feel
safe, valued, respected, cared for and heard should be the goal of
physical educators. Within such an environment is where our stu-
dents can fl ourish and develop the knowledge, skills and disposi-
tions to be healthy and active over the lifespan. We have provided
examples of how using a SJE approach within physical education
as a start in making spaces more inclusive and socially aware. This
article has included A–M, so look out for Part 2, which will see
you through the rest of the alphabet. And remember, SJE is fl uid;
it is constantly changing. For additional ideas and lesson activities,
please look out for Teaching about Social Justice Issues in Physical
Education (Walton-Fisette, Sutherland, & Hill, 2019).
ORCID
Shrehan Lynch https://orcid.org/0000-0001-8939-3143
Sue Sutherland https://orcid.org/0000-0002-4059-3133
Jennifer Walton Fisette https://orcid.org/0000-0003-2753-
4400
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