‘Put yourself in their shoes’: developing a knowledge base in urban physical education

Abstract

ABSTRACT Guided by culturally relevant teaching (CRT) and culturally relevant physical education (CRPE), the purpose of this single case study was to examine how one PETE alumnus teaching in a culturally and ethnically diverse urban school developed a knowledge base about cultural diversity and community dynamics. To accomplish this, one participant completed five semi-structured interviews, five reflection journal prompts, and eight voice memos over the course of 12 weeks. Pre-existing data included a semi-structured interview with John completed in May 2021 and documents, such as lesson plans, reflections, and assignments from John’s teacher preparation program. Three main themes emerged, including critical reflections of one's own identity, nurturing knowledge of school and community, and nurturing knowledge of students. This research is significant because it highlights strategies PETE programs and in-service teachers may emulate to identify cultural distance and gain knowledge of community dynamics and their influence on educational processes.