This purpose of this interpretive research study was to deepen our understanding of the meaning of culturally relevant physical education and health pedagogy (Ladson Billings, 1994; Halas, McRae & Carpenter, 2012) from the perspective of racialized minority women. Four female students from diverse backgrounds participated in a talking circle where they discussed their experiences in physical education and health (PEH) settings. Wilson’s (2008) idea of relational accountability, as described through Indigenous approaches to research, was used to help interrogate and interrupt systems of privilege, power and marginalization that characterize many PEH settings. The findings reveal the on-going need for culturally relevant pedagogical approaches that encourage, affirm and recognize the cultural landscapes of students. More research is needed to understand how students can be motivated to learn and grow in ways that develop their critical social consciousness regarding the social inequities that impact their PEH experiences. / October 2015
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/30643 |
| Date | 30 July 2015 |
| Creators | Chhin, Sopear |
| Contributors | Halas, Joannie (Kinesiology and Recreation Management) Petherick, LeAnne (Kinesiology and Recreation Management), Strachan, Leisha (Kinesiology and Recreation Management) Casey, Catherine (Curriculum, Teaching and Learning) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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