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Beden Eğitimi Derslerinde Sosyal Adalet Paradigması

Year 2023, Issue: 55, 295 - 307, 31.03.2023
https://doi.org/10.53444/deubefd.1239475

Abstract

Eğitim tüm çocukların en temel hakkı olsa da özellikle dezavantajlı gruplara mensup çocukların birçok zorluk ile karşı karşıya olduğu bilinen bir olgudur. Tüm bu zorlukların farkında olmak ve bu zorlukların ortadan kaldırılması için çalışmalar yürütmek gerekmektedir. Nitelikli eğitim” ve “ Eşitsizliklerin azaltılması” Birleşmiş Milletler Üyesi ülkeler tarafından 2030 sonuna kadar ulaşılması amaçlanan 17 Sürdürülebilir Kalkınma Amaçları arasındadır. Eğitimde sosyal adalet, farklılıkların eğitimde yarattığı dezavantajlı durumların öğrencilerin akademik başarıları üzerindeki etkisini ortadan kaldırmayı ya da azaltmayı hedeflemektedir ve bu bağlamda öğretmenlere önemli sorumluluklar düşmektedir. Beden eğitimi sahip olduğu misyon ile çocukların çok boyutlu gelişiminde önemli bir yere sahiptir. Çocukların gelişimlerinin önündeki dezavantajlı konumlarından kaynaklı koşulların ortadan kaldırılması için çaba sarf etmek beden eğitimi öğretmenlerinin önemli, güncel rollerinden biridir. Bu çalışmada bu bağlamda ilk olarak sosyal adalet kavramı ele alınmış, ardından beden eğitimde sosyal adalet konusu yurtiçi ve yurt dışı alanyazın ışığında tartışılmıştır. Son olarak beden eğitimi öğretmenlerinin sosyal adalet bağlamında rol ve sorumlukları irdelenerek, çeşitli önerileri sunulmuştur.

References

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Year 2023, Issue: 55, 295 - 307, 31.03.2023
https://doi.org/10.53444/deubefd.1239475

Abstract

References

  • Allport, G.W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
  • Başbay, A. ve Bektaş, D. Y. (2009). Çok kültürlülük bağlamında öğretim ortamı ve öğretmen yeterlikleri. Eğitim ve Bilim, 34, 30-43.
  • Bell, L. A. (2016). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, D. J. Goodman ve K. Y. Joshi (Eds) Teaching for diversity and social justice (pp. 3–26). Abingdon: Routledge.
  • Birleşmiş Milletler Ekonomik, Sosyal ve Kültürel Haklar Uluslararası Sözleşmesi (1976). Erişim adresi: http://www.unicankara.org.tr/doc_pdf/metin134.pdf.
  • Block, M. E. (2007). A teacher’s guide to including students with disabilities in general physical education, 3rd ed., Baltimore, MD: Paul H. Brookes.
  • Brown, D. (2005). “An economy of gendered practices? Learning to teach physical education from the perspective of pierre bourdieus embodied sociology.” Sport, Education and Society, 10(1), 3–23.
  • Callcott, D., Miller, J. ve Wilson-Gahan, S. (2015). Health and physical education: preparing educators for the future. Cambridge University Press.
  • Castillo Andres, O del, Granados, S. R., Ramirez, T.G ve Del Carmen Campos Mesa, M. (2012). Gender equity in physical education: The use of information. Sex Roles, 67, 108-121.
  • Chambliss,H. O.,Finley,C. E. veBlair,S. N. (2004). Attitudes toward obese individuals among exercise science students. Medicine & Science in Sports & Exercise, 36, 468–474.
  • Chapman, T. K. ve Hobbel, N. (2010). Social justice pedagogy across the curriculum. Mahwah, NJ.
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
  • Cockburn, C & Clarke, G. (2002). ‘Everybodýs looking at you!’: Girls negotiating the ‘femininity deficit’ they incur in physical education. Women’s Studies International Forum 25(6), 651–665.
  • Conatser, P., Block, M., ve Gansneder, B. (2002). Aquatic instructors’ beliefs toward inclusion: The theory of planned behavior. Adapted physical activity quarterly, 19(2), 172-187.
  • Conatser, P., Block, M., ve Lepore, M. (2000). Aquatic instructors’ attitudes toward teaching students with disabilities. Adapted Physical Activity Quarterly, 17(2), 197-207.
  • Çocuk Haklarına Dair Sözleşme (1989). Erişim adresi: https://www.unicef.org/turkey /%C3%A7ocuk-haklar%C4%B1na-dair-s%C3%B6zle%C5%9Fme
  • Ekberg, J. E. (2016). What knowledge appears as valid in the subject of Physical Education and Health? A study of the subject on three levels in year 9 in Sweden. Physical Education and Sport Pedagogy, 21(3), 249-267.
  • Enright, E. ve O'Sullivan, M. (2012). Physical education “in all sorts of corners” student activists transgressing formal physical education curricular boundaries. Research Quarterly for Exercise and Sport, 83(2), 255-267.
  • Erkut, S. ve Tracy, A. J. (2002). Predicting adolescent self-esteem from particapation in school sports among Latino groups. Hispanic Journal of Behavioral Sciences, 4(4), 409-429.
  • Evans, J. (1990). Defining a subject: The rise and rise of the new physical education?. British Journal of Sociology of Education, 11, 155–169.
  • Fisette, J. L. (2011a). Exploring how girls navigate their embodied identities in physical education. Physical Education and Sport Pedagogy, 16(2), 179-196.
  • Fisette, J. L. (2011b). Negotiating power within high school girls’ exploratory projects in physical education. Women in Sport and Physical Activity Journal, 20(1), 73-90.
  • Fisette, J. L. (2013). ‘Are you listening?’: Adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education. Physical Education And Sport Pedagogy, 18(2), 184-203.
  • Flintoff, A., Dowling, F. ve Fitzgerald, H. (2015). Working through whiteness, race and (anti) racism in physical education teacher education. Physical Education and Sport Pedagogy, 20(5), 559-570.
  • Furman, G. C. ve Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A Firestone , & C. Riehl, (Eds.), A new agenda for research in educational leadership (pp. 119-137). New York, NY: Teachers College Press.
  • Garret, R. (2004). Negotiating a physical identity: girls, boys and physical education. Sport, Education, and Society, 9(2), 223-37.
  • Gökalp,M., Şahenk, S. S. ve Türkmen, M. (2010). Beden eğitimi derslerinde uygulanabilecek çok kültürlü oyun örnekleri. Spor ve Performans Araştırmaları Dergisi, 2, 23-31.
  • Hays, P. A. (2008). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd edition). Washington, D.C.: American Psychological Association.
  • Hennig, L. C., Schaefer, L. ve Gleddie, D. (2020). In (di) visable: Inquiring into being ‘othered’as a means to teach social justice in PHETE. Physical Education and Sport Pedagogy, 25(6), 666-680.
  • Hill, J.,Philpot, R., Walton-Fisette, J. L., Sutherland, S., Flemons, M., Ovens, A. Phillips; S. & Flory, S. B. (2018) Conceptualising social justice and sociocultural issues within physical education teacher education: International perspectives. Physical Education and Sport Pedagogy, 23(5), 469-483.
  • Hills, L. (2007). Friendship, physicality, and physical education: an exploration of the social and embodied dynamics of girls’ physical education experiences. Sport, Education And Society, 12(3), 317-336. ICSSPE (1999). World summit on physical education. Berlin, Available online at: www.icsspe.org (accessed 14 January 2023).
  • İlhan, L. (2008). Eğitilebilir zihinsel engelli çocuklarda beden eğitimi ve sporun sosyalleşme düzeylerine etkisi. Kastamonu Eğitim Dergisi, 16, 315-324.
  • Jing Qi ve Amy S. Ha (2012) Inclusion in physical education: Areview of literature. International Journal of Disability, Development and Education, 59(3), 257-281.
  • Karacan, H., Bağlıbel, M. ve Bindak, R. (2015). Okullarda sosyal adalet ölçeği’ nin geliştirilmesi. Kemal University Journal of Graduate School of Social Sciences, 12(31), 54-68.
  • Karaçam, M. Ş. ve Koca, C. (2012). Beden eğitimi öğretmen adaylarının çokkültürlülük farkındalıkları. Spor Bilimleri Dergisi Hacettepe, 23(3), 89–103.
  • Klavina, A. (2008). Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity, 1(2), 7-19.
  • Koçak F., Tuncel, F. ve Tuncel, S. (2013). Sporda sürdürülebilirliğin boyutlarının belirlenmesi. Ankara Üniversitesi Spor Bilimleri Fakültesi Dergisi, 11(2), 113-129.
  • Kodish, S., Kulinna, P. H., Martin, J., Pangrazi, R. ve Darst, P. (2006). Determinants of physical activity in an inclusive setting. Adapted Physical Activity Quarterly, 23(4), 390-409.
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  • Lynch, S., Sutherland S. ve Walton-Fisette, J. (2020) The A–Z of social justice physical education: Part 1, Journal of Physical Education, Recreation & Dance, 91(4), 8-13.
  • Metcalfe, S. (2018). Adolescents constructions og gendered identities: The role of sport and (physical) education. Sport, Education and Society, 23, 681-693.
  • Milli Eğitim Bakanlığı (2022). Milli eğitim istatistikleri. Örgün eğitim 2020/2021. Erişim adresi: https://sgb.meb.gov.tr/meb_iys_dosyalar/2021_09/10141326_meb_istatistikleri_orgun_egitim_2020_2021.pdf
  • Millî Eğitim Bakanliği Hayat Boyu Öğrenme Genel Müdürlüğü (2022). Göç ve Acil Durumlarda Eğitim Daire Başkanlığı’nın Ocak 2022 raporu. Erişim adresi: http://hbogm.meb.gov.tr /meb_iys_dosyalar/2022_01/26165737_goc2022sunu.pdf
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  • Mitchell, F., Gray, S. ve Inchley, J. (2015). ‘This choice thing really works…’Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme. Physical Education and Sport Pedagogy, 20(6), 593-611.
  • Morgan, P., ve Bourke, S. (2008). Non-specialist teachers' confidence to teach PE: the nature and influence of personal school experiences in PE. Physical Education and Sport Pedagogy, 13(1), 1-29.
  • Murata, N. M., Hodge, S. R. ve Little, J. R. (2000). From the field-students' attitudes, experiences, and perspectives on their peers with disabilities. Clinical Kinesiology, 54(3), 59-66.
  • National Association for Sport and Physical Education. (2004). Moving into the future: National physical education standards: A guide to content and assessment, 2nd ed., Reston, VA: Author.
  • Nieto, S. (1992) Affirming diversity: The sociopolitical context of multicultural education. Newyork: Longman. Niven, A., Henretty, J. ve Fawkner, S. (2014). ‘It’s too crowded’ A qualitative study of the physical environment factors that adolescent girls perceive to be important and influential on their PE experience. European Physical Education Review, 20(3), 335-348.
  • O'Brien, K. S., Hunter, J. A. ve Banks, M. (2007). Implicit anti-fat bias in physical educators: Physical attributes, ideology and socialization. International Journal of Obesity, 31, 308–314.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and motor skills, 106(2), 637-644.
  • Oliver, K. L. ve Hamzeh, M. (2010). “The boys won't let us play” Fifth-grade mestizas challenge physical activity discourse at school. Research Quarterly for Exercise and Sport, 81(1), 38-51.
  • Oliver, K. L., Hamzeh, M. ve McCaughtry, N. (2009). Girly girls can play games/las niñas pueden jugar tambien: Co-creating a curriculum of possibilities with fifth-grade girls. Journal Of Teaching in Physical Education, 28(1), 90-110.
  • Özen, F. (2015). Evaluation of the attitudes of teacher candidates towards democracy and multicultural education. International Journal of Humanities and Education, 1(2), 182-220.
  • Panagiotou, A. K., Evaggelinou, C., Doulkeridou, A., Mouratidou, K. ve Koidou, E. (2008). Attitudes of 5 th and 6 th grade Greek students toward the inclusion of children with dısabilities in physical education classes after a paralympic educatıon program. European Journal of Adapted Physical Activity, 1(2), 31-43.
  • Pedersen, S. ve Seidman, E. (2004). Team sports achievement and self-esteem develeopment among urban adolescents girls. Psychology of Women Quarterly, 28(4), 412-422.
  • Pettigrew, T. F. (1997). Generalized intergroup contact effects on prejudice. Personality and Social Psychology Bulletin, 23(2), 173-185.
  • Pfister, G. (2000). Contested her- story: The Historical discourse on women in the Olympic movement. 2000 Preolympic congress sports medicine and physical education. International Congress on Sport Science, 7–13 September 2000. Brisbane, Australia.
  • Qi, J. ve Ha, A. (2012). Inclusion in physical education: A review of literature. International Journal of Disability Development and Cation, 59(3), 257–281.
  • Rimmer, J. ve Marquez, A. (2012). Physical activity for people with disabilities. The Lancet, 380(9838), 193–195.
  • Sağın, A E. ve Güllü, M. (2020). Suriyeli öğrencilerin okula uyum süreci; sportif etkinliklerin rolü, Atatürk Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 22(3), 86-99.
  • Sarıer, Y. (2020). Türkiye’de mülteci öğrencilerin eğitimi üzerine bir meta-sentez çalışması: Sorunlar ve çözüm önerileri. Eğitimde Yeni Yaklaşımlar Dergisi, 3, 80-111.
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  • Seban, D., ve Uyanık, H. (2016). Türkiye’de çokkültürlü eğitim: 1-5. sınıf programlarında yer alan kazanımların analizi. Pegem Eğitim ve Öğretim Dergisi, 6(1), 01-18.
  • Shelley, K., O'Hara, L. ve Gregg, J. (2010). The impact on teachers of designing and implementing a health at every size curriculum unit. Asia-Pacific Journal of Health, Sport and Physical Education, 1(3-4), 21-28.
  • Shepherd Johnson, L. (2003) The diversity imperative: Building a culturally responsive school ethos. Intercultural Education, 14(1), 17-30.
  • Sirna, K., Tinning, R., ve Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71-84.
  • Slininger, D., Sherrill, C. ve Jankowski, C. M. (2000). Children’s attitudes toward peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17(2), 176-196.
  • Spencer-Cavaliere, N. ve Watkinson, E. J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 27(4), 275-293.
  • Şimşir, Z. ve Dilmaç, B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(3), 1116-1134
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  • Taylor, G. N., ve Quintana, S. M. (2003). Teacher’s multicultural competencies (K-12). In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu ve R. L. Toporek (Ed), Handbook of multicultural competencies in counseling and psychology (pp. 511-527). California: Sage
  • Tinning, R. (2016). Transformative pedagogies ve pyhsical education. In C. Ennis (ed.) The routledge handbook of physical education pedagogies (pp. 281–294). New York: Routledge.
  • Tosun, A., Yorulmaz, A. ve Yıldız, K. (2018). Mülteci öğrencilerin eğitim sorunları, eğitim ve din eğitiminden beklentileri: Eskişehir örneği. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 19(1), 107-133
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  • Türe, E., Kağan, M., Atalay, M. ve Alkan, G. (2020). Türk okullarında Afgan öğrenci olmak fenomonolojik bir çalışma. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 5(2), 173-186.
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Year 2023, Issue: 55, 295 - 307, 31.03.2023
https://doi.org/10.53444/deubefd.1239475

Abstract

References

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  • Murata, N. M., Hodge, S. R. ve Little, J. R. (2000). From the field-students' attitudes, experiences, and perspectives on their peers with disabilities. Clinical Kinesiology, 54(3), 59-66.
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  • Nieto, S. (1992) Affirming diversity: The sociopolitical context of multicultural education. Newyork: Longman. Niven, A., Henretty, J. ve Fawkner, S. (2014). ‘It’s too crowded’ A qualitative study of the physical environment factors that adolescent girls perceive to be important and influential on their PE experience. European Physical Education Review, 20(3), 335-348.
  • O'Brien, K. S., Hunter, J. A. ve Banks, M. (2007). Implicit anti-fat bias in physical educators: Physical attributes, ideology and socialization. International Journal of Obesity, 31, 308–314.
  • Obrusnikova, I. (2008). Physical educators' beliefs about teaching children with disabilities. Perceptual and motor skills, 106(2), 637-644.
  • Oliver, K. L. ve Hamzeh, M. (2010). “The boys won't let us play” Fifth-grade mestizas challenge physical activity discourse at school. Research Quarterly for Exercise and Sport, 81(1), 38-51.
  • Oliver, K. L., Hamzeh, M. ve McCaughtry, N. (2009). Girly girls can play games/las niñas pueden jugar tambien: Co-creating a curriculum of possibilities with fifth-grade girls. Journal Of Teaching in Physical Education, 28(1), 90-110.
  • Özen, F. (2015). Evaluation of the attitudes of teacher candidates towards democracy and multicultural education. International Journal of Humanities and Education, 1(2), 182-220.
  • Panagiotou, A. K., Evaggelinou, C., Doulkeridou, A., Mouratidou, K. ve Koidou, E. (2008). Attitudes of 5 th and 6 th grade Greek students toward the inclusion of children with dısabilities in physical education classes after a paralympic educatıon program. European Journal of Adapted Physical Activity, 1(2), 31-43.
  • Pedersen, S. ve Seidman, E. (2004). Team sports achievement and self-esteem develeopment among urban adolescents girls. Psychology of Women Quarterly, 28(4), 412-422.
  • Pettigrew, T. F. (1997). Generalized intergroup contact effects on prejudice. Personality and Social Psychology Bulletin, 23(2), 173-185.
  • Pfister, G. (2000). Contested her- story: The Historical discourse on women in the Olympic movement. 2000 Preolympic congress sports medicine and physical education. International Congress on Sport Science, 7–13 September 2000. Brisbane, Australia.
  • Qi, J. ve Ha, A. (2012). Inclusion in physical education: A review of literature. International Journal of Disability Development and Cation, 59(3), 257–281.
  • Rimmer, J. ve Marquez, A. (2012). Physical activity for people with disabilities. The Lancet, 380(9838), 193–195.
  • Sağın, A E. ve Güllü, M. (2020). Suriyeli öğrencilerin okula uyum süreci; sportif etkinliklerin rolü, Atatürk Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 22(3), 86-99.
  • Sarıer, Y. (2020). Türkiye’de mülteci öğrencilerin eğitimi üzerine bir meta-sentez çalışması: Sorunlar ve çözüm önerileri. Eğitimde Yeni Yaklaşımlar Dergisi, 3, 80-111.
  • Sato, T., Hodge, S. R., Murata, N. M., ve Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, Education and Society, 12(2), 211-230.
  • Seban, D., ve Uyanık, H. (2016). Türkiye’de çokkültürlü eğitim: 1-5. sınıf programlarında yer alan kazanımların analizi. Pegem Eğitim ve Öğretim Dergisi, 6(1), 01-18.
  • Shelley, K., O'Hara, L. ve Gregg, J. (2010). The impact on teachers of designing and implementing a health at every size curriculum unit. Asia-Pacific Journal of Health, Sport and Physical Education, 1(3-4), 21-28.
  • Shepherd Johnson, L. (2003) The diversity imperative: Building a culturally responsive school ethos. Intercultural Education, 14(1), 17-30.
  • Sirna, K., Tinning, R., ve Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71-84.
  • Slininger, D., Sherrill, C. ve Jankowski, C. M. (2000). Children’s attitudes toward peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17(2), 176-196.
  • Spencer-Cavaliere, N. ve Watkinson, E. J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 27(4), 275-293.
  • Şimşir, Z. ve Dilmaç, B. (2018). Yabancı uyruklu öğrencilerin eğitim gördüğü okullarda öğretmenlerin karşılaştığı sorunlar ve çözüm önerileri. İlköğretim Online, 17(3), 1116-1134
  • Şirin, T., Döşyılmaz, E. ve Eratlı Şirin, Y. (2022). Sporda sürdürülebilir başarı için beden eğitimi öğretmenleri bakış açısı. Manas Sosyal Araştırmalar Dergisi, 11(1), 428-438.
  • Taylor, G. N., ve Quintana, S. M. (2003). Teacher’s multicultural competencies (K-12). In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu ve R. L. Toporek (Ed), Handbook of multicultural competencies in counseling and psychology (pp. 511-527). California: Sage
  • Tinning, R. (2016). Transformative pedagogies ve pyhsical education. In C. Ennis (ed.) The routledge handbook of physical education pedagogies (pp. 281–294). New York: Routledge.
  • Tosun, A., Yorulmaz, A. ve Yıldız, K. (2018). Mülteci öğrencilerin eğitim sorunları, eğitim ve din eğitiminden beklentileri: Eskişehir örneği. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 19(1), 107-133
  • Tripp, A., ve Rizzo, T. L. (2006). Disability labels affect physical educators. Adapted Physical Activity Quarterly, 23(3), 310-326.
  • Türe, E., Kağan, M., Atalay, M. ve Alkan, G. (2020). Türk okullarında Afgan öğrenci olmak fenomonolojik bir çalışma. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 5(2), 173-186.
  • Türkiye İstatistik Kurumu (2021). Türkiye istatistikleri 2021. Erişim adresi: https://www.tuik. gov.tr/media/announcements/turkiye_istatistikleri_2021.pdf
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  • Walton-Fisette, J. L. ve Sutherland, S. (2018). Moving forward with social justice education in physical education teacher education, Physical Education and Sport Pedagogy, 23, 461-468.
  • Walton-Fisette, J. L., Philpot, R., Phillips,S., Flory, S.B., Hill, J., Sutherland, S. ve Flemons, M. (2018). Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs, Physical Education and Sport Pedagogy, 23(5), 497-509.
  • Wright, J. ve Laverty, J. (2010). Young people, physical activity and transitions, in J. Wright, J. & D. Macdonald (Ed.). Young people, physical activity and the everyda (pp. 136-149). London and New York: Routledge.
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Year 2023, Issue: 55, 295 - 307, 31.03.2023
https://doi.org/10.53444/deubefd.1239475

Abstract

References

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  • Villages, A. M. ve Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20-32.
  • Walton-Fisette, J. L. ve Sutherland, S. (2018). Moving forward with social justice education in physical education teacher education, Physical Education and Sport Pedagogy, 23, 461-468.
  • Walton-Fisette, J. L., Philpot, R., Phillips,S., Flory, S.B., Hill, J., Sutherland, S. ve Flemons, M. (2018). Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs, Physical Education and Sport Pedagogy, 23(5), 497-509.
  • Wright, J. ve Laverty, J. (2010). Young people, physical activity and transitions, in J. Wright, J. & D. Macdonald (Ed.). Young people, physical activity and the everyda (pp. 136-149). London and New York: Routledge.
  • Wright, J., Burrows, L., ve MacDonald, D. (Ed.). (2004). Critical inquiry and problem-solving in physical education. Psychology Press.
There are 85 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Murat Şakar 0000-0001-9853-5879

Dilek Yelda Kağnıcı 0000-0002-5201-4784

Publication Date March 31, 2023
Published in Issue Year 2023 Issue: 55

Cite

APA Şakar, M., & Kağnıcı, D. Y. (2023). Beden Eğitimi Derslerinde Sosyal Adalet Paradigması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(55), 295-307. https://doi.org/10.53444/deubefd.1239475