Abstract
ABSTRACT In the landscape of a multicultural society, this paper explores the absence of diversity in Australian Health and Physical Education Teacher Education (HPETE): a prevailing White profession. This study delves into the complex and non-linear narratives of silenced voices, shedding light on the urgent need to investigate the experiences of non-White (female) HPETE scholars with English as an additional language. The paper aims to explore the intersections of ethnicity, gender, age, sexuality and language of three South American women who live in Australia and work in HPETE (us). Inspired by decolonial and Southern theories, we want to introduce knowledge that was created in the Global South and, therefore, we use the work of Freire [(1987). Pedagogia Do Oprimido [Pedagogy of the oppressed] (17th ed). Paz e Terra.] as a theoretical framework mainly with his concepts of praxis and conscientização [critical consciousness], together with critical intersectional feminism. We also utilised a Freirean-inspired method for data generation (‘pedagogical letters’), and feminist-originated collective biographies. Findings reveal our struggles to survive colour-blindness Australian HPETE, particularly to being labelled as ‘exotic’, how our South American physical education knowledge is not often valued in our workplaces, and the struggles with the neoliberal university system. In our final letter addressed to other non-White female HPETE scholars, or las hermanas, we underscore the importance of amplifying our voices, fostering dialogue and collectively challenging the existing structures that perpetuate exclusionary practices within HPETE. Our hope with this paper is to inspire a transformative shift towards inclusivity and recognition of diverse voices within HPETE, fostering a more equitable and reflective HPETE space.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call