[Social Justice Pedagogies in Health and Physical Education]

This book review was revised and published in the Curriclum Studies of Health and Physical Education in 2024.

https://www.tandfonline.com/doi/full/10.1080/25742981.2024.2358055?scroll=top&needAccess=true

 

 

A Review of: Social Justice Pedagogies in Health and Physical Education, by Gerdin, Smith, Philpot, Schenker, Moen, Linnér, Westlie, and Larsson, Routledge, 2021

Physical Education (PE) is undergoing a transformative shift towards Health and Physical Education (HPE). HPE extends beyond merely teaching physical activity skills, aiming to foster lifelong health outcomes. In response to this change, educators and scholars recognize the importance of addressing social inequality and advocating for social justice. Health and physical activity, regarded as fundamental human rights, are closely intertwined with social justice issues. The omission of social justice considerations in HPE instruction may not only inadvertently marginalize certain groups but also fail to achieve overarching goals of HPE. These endeavors also align with the zeitgeist of the democratic society. Researchers has been advocating for social justice in HPE, but successful pedagogies have yet to be sufficiently studied and shared.

Addressing this gap, a collaborative effort involving eight researchers—Gerdin, Smith, Philpot, Schenker, Moen, Linnér, Westlie, and Larsson—conducted in a comprehensive research project titled 'Education for equitable health outcomes, the promise of school health and physical education' (EDUHEALTH). The EDUHEALTH project originated from researchers leading international exchange programs in three countries, Norway, Sweden, and Aotearoa New Zealand. The authors’ shared interests led to this three-year and three-country international project to identify successful HPE teaching practices promoting social justice and equitable health outcomes. This book is a result encapsulating the entire research process. The authors enacted pedagogies of social justice in HPE, which emanates from class observations and teacher interviews. They deliberately eschew any presumption that their extensive experience entitles them to develop universally applicable pedagogies or experiment interventions. Instead, they emphasize the need to respect the unique context and underscore the pivotal role of teachers throughout the text. This humble approach renders the academic research more relatable and compelling to the field. Positioned at the intersection of academia and practice, this book prompts profound reflections and practical changes, resonating with both scholars and educators alike.

            This book consists of three parts that follow the format of a research article. The first part consists of four chapters that provide a solid theoretical foundation for the project. The second part articulates a research method and three findings, while the last part discusses and summarizes the project. Since each chapter in the three parts has a clear focus with academically rich literature, this book review provides a brief summary and meaningful interpretations of each chapter. In Chapter 1, two pivotal rationales of the project are explained: first, the recognition that HPE often fails to yield equitable health outcomes, attributed to the impact of neoliberal individualism, particularly in movement PE classes; and second, the belief that positive health outcomes can be accelerated through teachers who are critically conscious and employ pedagogies centered on social justice. The two rationales position the project as a vital exploration of this intricate interplay between the current challenge and its contextual efforts.

Chapter 2 provides a comprehensive overview of social justice in HPE over four decades. This literature review navigates a theoretical continuum of pedagogies for social justice, encompassing humanism, post-theories, and critical theory. Humanistic approaches prioritize self-fulfillment but may fall short of challenging broader societal power structures. Post-theories emphasize socially constructed knowledge and critique discriminatory structures, while critical theory involves identifying and challenging dominant discourses to achieve human emancipation. The authors explain how they debated and came to adopt a ‘flexible theoretical framework’ (Bott & Tourish, 2016). This decision not only builds a broad foundation for the project, but also seizes a wide range of readers who may be uncomfortable with social justice. Given a radical perspective can be a barrier to practicing social justice pedagogy, Chapter 2 dispels concerns and invites more readers into the social justice world.

Chapter 3 centers on the conceptualization of social justice. After providing clear definitions, the EDUHEALTH clarifies its focuses on the actions of teachers striving to address relevant social justice issues in their societal context, aiming for equitable health outcomes. Democracy is identified as a cornerstone principle, emphasizing equitable access to learning, active student participation, and the prevention of privileging certain students over others. As successor, Chapter 4 delves into the role of context in shaping the teaching of HPE in three distinct countries, drawing on Scott's (2008) institutional theory, which conceptualizes institutions as composed of regulative, normative, and cultural-cognitive elements. Thus, Chapter 3 and 4 help readers understand how the cross-national project can elucidate similarities and differences for social justice in HPE.

The second part of this book includes four chapters from the methodological explanation to the three overarching findings. As a starter, Chapter 5 articulates qualitative research procedures in detail. The exploration of pedagogies for social justice is conducted through a two-stage, multi-researcher fieldwork process involving classroom observations using the critical incident technique and follow-up post-observation interviews. The authors emphasize the significance of their positionality, introducing themselves and providing detailed descriptions of the 13 HPE teachers and eight schools involved in the study. The teachers were purposefully selected as exemplary cases recommended by the research team. The authors take advantage of writing a book. In other words, they overcome the short and concise nature of a peer-reviewed article by walking through the steps with the debates they had to go through.

From Chapter 6, the main findings are introduced. The first finding is the crucial role of caring teaching as the foundation for cultivating meaningful relationships in class. The authors define 'good relationships' as those in which all students feel included, experience a sense of belonging, and have equal opportunities to learn and succeed. Three key elements influencing the building of these relationships are identified: first, teachers need to develop knowledge about their students on personal, group, and societal levels; second, they must reflect on the individual, environmental, and relational aspects essential for fostering good relationships; and third, teachers should implement caring teaching strategies involving thorough planning, taking caring actions, and engaging in 'the little things.' Drawing on Noddings' care theory (1984, 2012), the chapter argues that pedagogies of care, leading to pedagogies for social justice, come to life when teachers leverage their knowledge about students, coupled with reflection and caring teaching strategies, to establish a learning environment promoting inclusion and equitable outcomes. The authors emphasize that caring teaching is not a happenstance but an outcome of intentional efforts, urging caution that while a pedagogy of care and positive social relationships are vital, they do not automatically guarantee the realization of pedagogies for social justice.

Chapter 7 emphasized the next step, fostering social cohesion. The chapter distinguishes between cooperation, often centered on individual interactions, and the more extensive aspects of social cohesion, which concentrate on cohesive characteristics within different collectives or groups. The author references contact theory (Allport, 1954), highlighting that exposure to diverse individuals diminishes prejudiced ideas, emphasizing equal status, common goals, cooperation, and adherence to social norms. Additionally, intergroup contact theory (Pettigrew, 1998) outlines processes such as learning about the outgroup, changing behaviors, generating affective ties, and in-group reappraisal during intergroup contact. The chapter then outlines five key principles for promoting social cohesion in HPE: a focus on inclusiveness, inclusion of culturally diverse practices, building relationships among teachers and students, planning activities for heterogeneous team collaboration, and promoting fair play and democratically determined rules with an emphasis on personal and social responsibility. Notably, the participant-teachers prioritize pedagogies for social cohesion over those for social justice, suggesting that the former may act as both a precursor and necessary initial step towards the latter.

Chapter 8 focuses on taking action for social as explicit pedagogies designed to address social inequities. The chapter outlines three interconnected themes, progressing from pedagogies of care that center on building caring and trusting relationships, to pedagogies for social cohesion aimed at creating a more cohesive class environment and broader society, and finally to pedagogies that explicitly address contextually-based issues of equity and social justice. Four key strategies for enacting pedagogies for social justice are highlighted: teacher critical reflection, stimulating student reflection, teaching as 'equity not equality,' and promoting marginalized groups. The chapter concludes by acknowledging the importance of contextualization in this international and multicultural study, emphasizing that race was not a major issue in the three countries, except for considerations related to indigenous populations in New Zealand, immigrants in Sweden, and individual students in Norway.

The third and the last part summarizes the project with two chapters. Chapter 9 provides implications for HPE practice by presenting nine pedagogies for social justice. The authors emphasize the importance of conveying these pedagogies through direct insights from participant-teachers and observation notes, aiming to offer real examples as practiced and observed throughout the EDUHEALTH project. The chapter highlights the role of the affective domain in fostering socially just health outcomes through pleasurable activity. The EDUHEALTH project aimed to go beyond critiquing equity and social justice issues, focusing on describing what teachers are currently doing and can do in HPE to address societal inequities and injustices affecting student health.

In Chapter 10, the authors reflect on the insights gained from the EDUHEALTH project and pose future explorations for social justice in HPE. Looking forward, the authors suggest exploring new contexts, analyzing HPE curricula in different countries with a specific focus on social justice, understanding student perspectives, and engaging in self-study/participatory action-research. They argue that pedagogies for social justice should encompass elements of humanism that attend to students' needs within societal structures while simultaneously challenging these structures through explicit naming and action against inequity. The authors stress that effective implementation of pedagogies for social justice demands critical thinking from teachers, involving constant reflection and challenging of one's own values and positions. The chapter concludes with a call for ongoing exploration and application of these insights to advance the field of social justice in HPE.

This book exhibits several commendable strengths. Firstly, it stands out for its meticulous literature review and conceptualization of social justice within the realm of HPE. Secondly, the detailed explanation of the qualitative methodology employed in the study enhances the credibility and transparency of the research. Thirdly, the study's recognition and respect for diverse contexts within the three participating countries highlight a sensitivity to cultural nuances. Finally, the practical enactment of social justice pedagogies in real school settings is a notable strength. The study moves beyond theoretical discussions, providing valuable examples for educators seeking to implement similar approaches in their teaching practices. On the flip side, this project has notable weaknesses that warrant consideration. Firstly, the exclusive emphasis on the perspectives of teachers without including the voices of students is a limitation. The absence of student perspectives diminishes the understanding of how social justice pedagogies impact and shape the learning experiences of those directly affected. Secondly, the lack of a clear rationale for the selection of the 13 teachers participating in the study is a notable weakness. Providing a more explicit justification for the criteria used to choose these teachers would strengthen the research design and enhance its credibility. Lastly, the study could benefit from a more in-depth exploration of content-related pedagogies within HPE. Integrating discussions on how specific content aligns with or can be enriched by social justice pedagogies would offer a more comprehensive understanding of the intersection between social justice and HPE. Addressing these weaknesses would contribute to a more nuanced and well-rounded exploration of the subject matter.

In conclusion, this book marks a significant step forward in the ongoing exploration of the intersection between social justice and HPE. By delving into literature and offering a flexible theoretical framework, this qualitative study serves as an exemplar of how education researchers should engage closely with the field, respecting diverse contexts and adding new knowledges in academia. This book is particularly recommended for researchers interested in social justice and critical pedagogy, providing a thorough review and a flexible theoretical framework. Additionally, teachers seeking detailed examples and comprehensive pedagogies for social justice will find valuable insights within these pages.

 

 

 

References

Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.

Bott, G., Tourish, D. (2016). The critical incident technique reappraised: Using critical incidents to illuminate organizational practices and build theory. Qualitative Research in Organizations and Management, 11(4), 276–300.

Noddings, N. (1984). Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press.

Nodding, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781.

Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65–85.

Scott, W. (2008). Institutions and organizations: Ideas and interests (3rd ed.). Thousand Oaks, CA: Sage.