‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health

Abstract

ABSTRACT School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people [Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813] which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies [Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17–34; Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Mordal Moen, K., & Westlie, K. (2021). School HPE: Its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 26(5), 500–513]. Unfortunately, research continues to highlight the inability of PEH to realize these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add our understanding of school PEH practices by exploring pupils’ experiences of inclusion and social justice. Data were generated through a survey, observations, interviews and critical reflective texts. Participants in the study were pupils from three different upper-secondary schools (age 16–19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach [Braun, B., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage] informed by theories of critical and dialogical pedagogy [Freire, P. (1970). Pedagogy of the oppressed. Seabury]. The results are presented in relation to four central themes: (1) care and relationships, (2) pupil involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a [Freire, P. (1970). Pedagogy of the oppressed. Seabury] analysis of the pupils’ experiences draws attention to the importance of: establishing horizontal teacher–pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.