Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis ( Braun and Clarke, 2022 ) and informed by the concept of teaching for equity and social justice ( Freire, 1970 ). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.

中文翻译：

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瑞典体育和健康实践中社会正义教学法的理解和实施


研究继续表明，学校体育与健康 （PEH） 是复制与性别、性取向、种族、宗教和社会阶层等有关的不平等现象的同谋。在本文中，我们介绍了瑞典两所高中 11 名 PEH 教师参与式行动研究 （PAR） 项目的结果，旨在加强对社会正义教学法的理解和实施。通过观察、访谈、焦点小组、研讨会和教师反思生成的数据通过主题分析（Braun 和 Clarke，2022 年），并以公平和社会正义教学的概念为依据（Freire，1970 年）。研究结果强调了教师如何将 PEH 中的社会正义教学法与强调：（1） “包容”;（2） '公平/平等';（3） “对教学和评估的适应”;（4） “关系”。研究结果还表明，根据他们对人际关系的重视，教师如何发展出旨在创造以下目标的教学法：（1） “建立人际关系的条件”;（2） “教师和学生的持续参与”;（3） “学生参与和反思”;（4） “与主体的联系和主体内部的联系”。尽管这些发现引起了人们对社会正义教学法的富有成效的理解和制定的关注，但我们也认为，教师在某种程度上将机会平等与结果公平混为一谈，并继续专注于在理所当然的实践和学科内知识的框架内管理不平等。我们得出的结论是，需要更多的工作来支持教师不仅要解决学生在课堂上带来的不平等问题，还要挑战使这些不平等现象变得重要的规范。