Teachers’ constructions of female Students of Color as ‘the other’ in physical education
Researchers argue that there is a need for a shift in focus from the experiences of ‘the other’ toward investigating how institutionalized (white) pedagogical practices contribute to the reproduction of stereotypes and discriminatory practices towards Students of Color in physical education (PE). This paper addresses the following research question: What discursive representations emerge in the PE teachers’ narratives about female Students of Color? We conducted qualitative semi-structured interviews with five PE teachers working in Norwegian high schools and applied a critical whiteness perspective in our analysis of the empirical material. Our findings show that white students are constructed as the norm, appearing natural and unquestioned, while in contrast, the representations of female Students of Color in PE classes are: (i) ‘they don't dress appropriately to participate in our PE’, (ii) ‘they lack experience and skills within our movement culture’ and (iii) ‘they are passive and uninterested in contributing to PE classes’. In line with the existing research, the teachers’ narratives illustrate that ball games and basic training dominate the teaching content. The teachers’ narratives reflect a taken-for-granted emphasis on ball games and basic training, which aligns with and privileges white and/or male students. Within this context, female Students of Color are seen as lacking relevant experience, wearing inappropriate clothing (especially Muslim girls) and showing little interest – traits that clash with dominant ideals in PE. While we recognize the complexity and potential pitfalls of the category ‘female Students of Color’, it remains necessary to expose how prevailing norms in PE marginalize these students and reinforce white male dominance.
Publisert i Sport, Education and Society, 2026
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