Research Impact: Acknowledging a lack of literature on how to teach about, through, and for social justice in PETE, we, five physical education teacher educators, studied our own practice as teacher educators “doing” social justice work and constructed seven working principles of practice for enacting social justice pedagogies in PETE. We emphasize these are “working” principles of practice because these are not set in stone but can be adapted, adopted, or altered to suit the context in which they are enacted. These are the principles: (1) Acknowledge What Teacher Educators Bring to (Teaching) Social Justice; (2) Encourage PSTs to Acknowledge Their Positionality With Respect to Social Justice: (3) Work With PSTs on Identifying Social Justice Matters Likely to Arise Across Diverse Teaching Environments; (4) Increase PSTs’ Confidence in Social Justice Literacy; (5) Share Vulnerabilities in the Social Justice Space; (6) Meaningfully Embed Social Justice Elements Where Appropriate; and (7) Encourage Layers of Reflection in All Teaching and Learning.
Scanlon, D., MacPhail, A., Calderón, A., Moody, B., & Murtagh, E. (2024). Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education. Journal of Physical Education, Recreation and Dance, 95(8), 48-50. https://doi.org/10.1080/07303084.2024.2383527
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