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dc.contributor.authorHill, Joanne
dc.contributor.authorWalton-Fisette, Jennifer L.
dc.date.accessioned2020-06-24T11:55:50Z
dc.date.available2020-12-04T00:00:00Z
dc.date.available2020-06-24T11:55:50Z
dc.date.issued2019-06-04
dc.identifier.citationHill J, Walton-Fisette J (2019) 'Why is our PE teacher education curriculum white? a collaborative self-study of teaching about ‘race’ in PETE programmes', in Dagkas S, Azzarito L, Hylton K (ed(s).). ‘Race’, Youth Sport, Physical Activity and Health Global Perspectives, edn, Abingdon: Routledge pp.30-42.en_US
dc.identifier.isbn9780815358220
dc.identifier.urihttp://hdl.handle.net/10547/624088
dc.description.abstractWhy is my curriculum white? is a student-led movement that has questioned the centrality of white perspectives in higher education. Originating in the United Kingdom (UK) with an event and film produced by students at University College London (UCLTV, 2014, https://youtu.be/Dscx4h2l-Pk,), the movement suggests that white theorists and viewpoints have been privileged over Black and Minority Ethnic (BME) or postcolonial scholars. They raise concerns that a white focused curriculum has a universalising effect, making white-specific theories appear to speak about all human experience. According to this movement, if universities are to be as inclusive as they claim, they are challenged to develop curricula that reflect this, as opposed to focusing on diversity, which has tended to be framed in relation to the numbers of BME staff and students and celebrated as a proxy for equality (Archer, 2007; Husain, 2015; Pilkington, 2016). Higher education institutions (HEIs) are not neutral, but reproduce implicit perspectives on reading lists, the sequencing of issues, and consistent messages (Cochran-Smith, 2000). We could also add, how students’ needs are addressed, and how these needs are dealt with, as well as HEIs’ expectations of (BME and disadvantaged) students’ engagement and success. We propose that explicit and hidden curricular material and delivery may contribute to maintaining the status quo, thus racial inequalities; and despite equal opportunity attempts (such as the Widening Participation agenda in the UK), BME students are less likely to be awarded 2:1/1st degrees compared to their white peers; they have higher rates of underachievement, drop out, exclusion, unemployment, and incarceration (Lander, 2016; Pilkington, 2016).en_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.urlhttps://www.routledge.com/Race-Youth-Sport-Physical-Activity-and-Health-Global-Perspectives/Dagkas-Azzarito-Hylton/p/book/9780815358220en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectPETEen_US
dc.subjectphysical education teacher educationen_US
dc.subjectraceen_US
dc.subjectSubject Categories::X142 Training Teachers - Higher Educationen_US
dc.titleWhy is our PE teacher education curriculum white? a collaborative self-study of teaching about ‘race’ in PETE programmesen_US
dc.title.alternative‘Race’, Youth Sport, Physical Activity and Health Global Perspectivesen_US
dc.typeBook chapteren_US
dc.date.updated2020-06-24T11:51:45Z
dc.description.notearchiving permitted with 18m embargo https://www.routledge.com/our-products/open-access-books/publishing-oa-books/chapters#:~:text=Green%20open%20access%20refers%20to,Accepted%20Manuscript'%20(AM).


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