Research Impact Summary: Physical education is seen as a subject that can both entrench but also challenge inequities. The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme. The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals.
Castro-García, M., Landi, D., & Kirk, D. (2023). deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2023.2284927
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