Paradoxes in practices of inclusion in physical education

Corina van Doodewaard; Annelies Knoppers

doi:10.3389/fspor.2022.978612

Paradoxes in practices of inclusion in physical education

Corina van Doodewaard^*, Annelies Knoppers

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The purpose of this paper was to explore how high school PE teachers create norms for inclusion based on gender as it intersected with ethnicity, ability, and effort.

Original language	English
Article number	978612
Number of pages	6
Journal	Frontiers in Sports and Active Living
Volume	4
DOIs	https://doi.org/10.3389/fspor.2022.978612
Publication status	Published - 13 Sept 2022

Bibliographical note

Publisher Copyright:
Copyright © 2022 van Doodewaard and Knoppers.

Keywords

ability
ethnicity
gender
inclusion
paradoxes
teachers

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3389/fspor.2022.978612Licence: CC BY

fspor-04-978612Final published version, 156 KBLicence: CC BY

Cite this

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title = "Paradoxes in practices of inclusion in physical education",

abstract = "The purpose of this paper was to explore how high school PE teachers create norms for inclusion based on gender as it intersected with ethnicity, ability, and effort.",

keywords = "ability, ethnicity, gender, inclusion, paradoxes, teachers",

author = "\{van Doodewaard\}, Corina and Annelies Knoppers",

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Paradoxes in practices of inclusion in physical education

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

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