Teaching Social Justice through TPSR: Where Do I Start?

Autor/inn/en	Baker, Kellie; Scanlon, Dylan; Tannehill, Deborah; Coulter, Maura
Titel	Teaching Social Justice through TPSR: Where Do I Start?
Quelle	In: Journal of Physical Education, Recreation & Dance, 94 (2023) 2, S.11-18 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Kellie) ORCID (Scanlon, Dylan) ORCID (Tannehill, Deborah) ORCID (Coulter, Maura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2022.2146611
Schlagwörter	Social Justice; Teaching Methods; Physical Education; Decision Making; Physical Activities; Social Behavior; Advocacy; Transfer of Training; Lesson Plans; Course Content; Relevance (Education); Caring; Interpersonal Relationship; Self Motivation; Personal Autonomy; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Decision-making; Entscheidungsfindung; Social behaviour; Soziales Verhalten; Sozialanwaltschaft; Training; Transfer; Ausbildung; Lesson planning; Unterrichtsplanung; Kursprogramm; Relevance; Relevanz; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie
Abstract	In this paper we offer practical suggestions for integrating social justice content into physical-activity based physical education, namely, through a socially-just TPSR approach. We first address the challenges of using pedagogies for social justice in physical education. This is followed by a brief overview of TPSR (the what) and a re-imagined TPSR approach from a social justice lens. Next, practical examples for developing a socially-just TPSR approach are offered such as ways to a) examine and practice socially just behaviors, b) include transfer and advocacy, and c) use a five-part TPSR lesson plan to integrate social justice issues into physical-activity-based physical education settings. Final thoughts include a) being patient and kind to yourself when implementing unfamiliar approaches and issues, and b) making decisions about the inclusion of social justice issues based on what's personally meaningful for students as well as context, and c) using a TPSR approach to enact social justice content requires a reconceptualization of the model through a social justice lens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01