'Sometimes Unfair Is Fair': New Zealand HPE Teachers' Perceptions of Social Justice

Autor/in	Rod Philpot
Titel	'Sometimes Unfair Is Fair': New Zealand HPE Teachers' Perceptions of Social Justice
Quelle	In: Curriculum Studies in Health and Physical Education, 16 (2025) 1, S. 22-40Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rod Philpot)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2023.2270464
Schlagwörter	Forschungsbericht; Foreign Countries; Health Education; Physical Education Teachers; Teacher Attitudes; Social Justice; Inclusion; Equal Education; Student Participation; Cultural Pluralism; Diversity; Resource Allocation; Change Strategies; Social Change; Secondary School Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Soziale Gerechtigkeit; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kulturpluralismus; Ressourcenallokation; Lösungsstrategie; Sozialer Wandel; Neuseeland
Abstract	This paper draws on an analytical framework inspired by Nancy Fraser's (2010) three-dimensional theory of social justice to explore how HPE teachers in Aotearoa/New Zealand perceive the concept of social justice and teaching for and about social justice. Data were gathered from online semi-structured interviews with 19 HPE teachers. Analysis involved a six-step process of inductive thematic analysis [Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. "Qualitative Psychology, 9"(1), 3]. The results show that participants perceive that social justice is a concept that is important, but it is complex and understood in different ways. A quest for equity, fairness, or inclusion were the most common understandings. The participants identifying how they take action for social justice through pedagogies for social justice that reflect a focus on representation of student voices, recognition of differences, and redistribution of the resources. The findings suggest that affirmative actions within long standing social structures are more prevalent than more transformative pedagogies that challenge underlying beliefs and values. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08