Abstract:
‘Leaving no one behind’, the transformative promise of the 2030 Agenda for Sustainable Development and its Sustainable Devleopment Goals (United Nations Sustainable Development Group), is an ambitious goal, but the question begs, how prepared are we – the physical education teacher education community – to leave no one behind? In working towards this goal, what (affective) skills are needed to be developed amongst teacher educators and pre-service teachers (PSTs)? Drawing on social justice frameworks, it is suggested the first step to this goal is cultural awareness which can lead to cultural responsiveness and cultural self-responsibility. Situated in a humanizing pedagogy and a pedagogy of vulnerability, this research aimed to understand how a pedagogy of understanding and empathy is developed in physical education teacher education – a first (much needed) step to leaving no on behind.
In an inclusivity and diversity module on a physical education teacher education programme, I - the teacher educator - developed an assessment called a ‘stepping in their shoes’ journal. PSTs reflect weekly on social justice matters by reading, watching, and / or listening to voices of social justice – allowing them to read, watch, or listen to marginalised perspectives and ‘step in their shoes’. The research question was as follows: In completing the stepping in their shoes journal, did PSTs develop an understanding or empathy for their selected social justice matter? And What processes supported this (or not)? Data was gathered through a self-study methodology (i.e., ongoing teacher educator reflections) and focus group interviews whereby PSTs were interviewed on their experiences of completing the assessments and the related processes. Findings highlight: (i) An eye-opening experience of how ‘others’ live; (ii) The complex (and possibly unachievable) goal of inclusivity; and (iii) The ongoing development of understanding and empathy.
This research adds to the scholarly literature on pedagogies of / for social justice in teacher education, which is particularly lacking in teaching personal and social responsibility skills such as empathy in physical education teacher education. This presentation will share the teaching and learning processes involved and encourage critical discussion amongst the audience by questioning: What steps are you taking in ‘leaving no one behind’?
In an inclusivity and diversity module on a physical education teacher education programme, I - the teacher educator - developed an assessment called a ‘stepping in their shoes’ journal. PSTs reflect weekly on social justice matters by reading, watching, and / or listening to voices of social justice – allowing them to read, watch, or listen to marginalised perspectives and ‘step in their shoes’. The research question was as follows: In completing the stepping in their shoes journal, did PSTs develop an understanding or empathy for their selected social justice matter? And What processes supported this (or not)? Data was gathered through a self-study methodology (i.e., ongoing teacher educator reflections) and focus group interviews whereby PSTs were interviewed on their experiences of completing the assessments and the related processes. Findings highlight: (i) An eye-opening experience of how ‘others’ live; (ii) The complex (and possibly unachievable) goal of inclusivity; and (iii) The ongoing development of understanding and empathy.
This research adds to the scholarly literature on pedagogies of / for social justice in teacher education, which is particularly lacking in teaching personal and social responsibility skills such as empathy in physical education teacher education. This presentation will share the teaching and learning processes involved and encourage critical discussion amongst the audience by questioning: What steps are you taking in ‘leaving no one behind’?