Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural Knowledge

Autor/inn/en	Flory, Sara B.; McCaughtry, Nate
Titel	Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural Knowledge
Quelle	In: Research Quarterly for Exercise and Sport, 82 (2011) 1, S.49-60 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Urban Schools; Physical Education; Culturally Relevant Education; Learning Processes; Physical Education Teachers; Educational Strategies; Teacher Attitudes; Student Attitudes; English (Second Language); Second Language Learning; Social Structure; Learner Engagement; Cultural Awareness; Middle School Students; Middle School Teachers + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Körpererziehung; Sportunterricht; Learning process; Lernprozess; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrstrategie; Lehrerverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sozialstruktur; Cultural identity; Kulturelle Identität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrer; Lehrerin; Lehrende
Abstract	Using a three-part theoretical framework, the cultural relevance cycle--which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the reflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however, very few teachers enacted all three steps of the cycle. (Contains 1 figure.) (As Provided).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10