Department
Health Promotion and Physical Education
Document Type
Article
Publication Date
Winter 11-2021
Embargo Period
9-5-2022
Abstract
Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inflicted upon Black people in America and their ability to participate as full equals in a society influenced and characterized by white supremacy. Using critical race theory (CRT) as a framework, the authors examine the racial formulation of the historical and current installations of SHAPE America’s initial PETE Standards to illustrate the influence of white supremacy in PETE programs, the relationship to physical literacy, and the impact on Black students. After analysis, the authors integrate culturally relevant frameworks, and provide a blueprint of socially just PETE standards that challenge structural racism, and diversity initiatives promoted by SHAPE America and in higher education. The authors conclude that infusing Black perspectives is essential to the advancement of inclusive social justice standards in PETE.
Journal Title
Quest
Journal ISSN
1543-2750
Volume
73
Issue
1
First Page
22
Last Page
44
Digital Object Identifier (DOI)
https://doi.org/10.1080/00336297.2020.1838305
Included in
Health and Physical Education Commons, Public Health Commons, Social and Philosophical Foundations of Education Commons, Social Justice Commons