ABSTRACT

Background

Despite increases in the ethnic diversity of the student population within English schools, there remains a distinct lack of Black and minority ethnic representation within the teaching profession. Research has explored the reasons behind this lacuna within education more broadly, highlighting discrimination, verbal abuse, lack of management support, and racial inequalities in pay and promotional opportunities contributing to Black and minority ethnic teachers feeling undervalued. However, within Physical Education (PE), a subject area where this gap is more pronounced, there has been less attention paid to the experiences of Black and minority ethnic teachers.

Purpose

This paper explores Black teachers’ lived experiences of becoming and being a PE teacher. Two tenets of Critical Race Theory (CRT) are drawn upon – the permanence of racism and counter-storytelling. These offer an interrogative lens to explore White norms and dominant discourses that render the education system inequitable.

Method

Semi-structured interviews with six self-identified Black PE teachers were used to generate data. Data were initially analysed using Reflexive Thematic Analysis. Then, in adopting the position of ‘storyteller’, these data were woven together and the themes reflected in a counterstory featuring three composite, fictional and data driven characters.

Discussion

The counterstory, featuring Shanice, Leon and Clive is offered, and demonstrates the permanence of racism through the multiplicity of overt and insidious ways it pervades all facets of these characters’ lives. After offering the story we discuss three key themes embedded within it: lack of representation; stereotyping; and acts of resistance.

Conclusion

In drawing the paper to a close we offer a number of concluding remarks about Shanice and Leon’s experiences. In so doing, we highlight some strategies that can be initiated within schools and higher education that might help to increase the representation of Black educators at all levels of the profession, promote more equitable practice, and better support Black teachers to fulfil their teaching aspirations. The paper ends by recognising the usefulness of counter-storytelling before we contemplate how, as an authorship team, we can extend this research.

中文翻译：

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篮球短裤、种植园食品和马尾辫：黑人教师成为体育老师的经历

摘要

背景

尽管英语学校学生人数的种族多样性有所增加，但教师职业中仍然明显缺乏黑人和少数族裔的代表性。研究更广泛地探讨了教育领域这一缺陷背后的原因，强调歧视、辱骂、缺乏管理支持以及薪酬和晋升机会方面的种族不平等，导致黑人和少数族裔教师感到被低估。然而，在体育教育（PE）这一差距更为明显的学科领域，人们对黑人和少数族裔教师的经验关注较少。

目的

本文探讨了黑人教师成为和成为一名体育教师的生活经历。批判种族理论（CRT）的两个原则被借鉴——种族主义的持久性和反故事讲述。这些提供了一个质疑的视角来探索导致教育体系不平等的白人规范和主导话语。

方法

对六名自认是黑人体育教师的半结构化访谈被用来生成数据。数据最初使用反思主题分析进行分析。然后，在采取“讲故事者”的立场时，这些数据被编织在一起，主题反映在一个由三个复合、虚构和数据驱动的角色组成的反故事中。

讨论

反故事以沙妮丝、莱昂和克莱夫为主角，通过多种公开和阴险的方式渗透到这些人物生活的各个方面，展示了种族主义的持久性。在提供故事之后，我们讨论其中包含的三个关键主题：缺乏代表性；刻板印象；和抵抗行为。

结论

在结束本文时，我们对沙尼丝和莱昂的经历提供了一些总结性评论。在此过程中，我们强调了一些可以在学校和高等教育中启动的策略，这些策略可能有助于增加黑人教育工作者在各个专业级别的代表性，促进更公平的实践，并更好地支持黑人教师实现他们的教学愿望。本文最后首先认识到反故事讲述的有用性，然后我们思考作为作者团队如何扩展这项研究。