Culturally Responsive Physical Education

Cultural dynamics in school may contribute to disaffiliation and inhibited academic performance among diverse student populations . We queried 16 special education students in a lowincome, ethnically diverse English Language Learner-cluster middle school about their perceptions of the cultural dynamics at their school and the occurrence of culturally responsive practices. Although most students reported the occurrence of some culturally responsive practices, students overwhelmingly responded that their race and culture were not acknowledged by teachers. Students also indicated that their teachers rarely, if ever, gave information or taught about other cultures or races. The majority of students also believed that animosity and violence among racial groups were a problem at school. Implications of the study are discussed and suggestions are given for future research and practice.

A lthough taking different forms, management in the classroom and gymnasium is quite similar. An essential component of both relates to the design of the physical environment. Creating a clean, comfortable, safe, and attractive setting allows effective teaching to positively impact learning. A common assumption is that classroom teachers and gymnasium teachers must use different methods to design their learning environments. While it is true that teachers in these settings present information differently, attention to the basic structure of the physical environment enhances a climate of classroom discipline.

The purpose of this study was to explore teachers’ attitudes toward multicultural education and problems caused by the application of an assimilationist paradigm in the South Korean classroom. Twenty-six South Korean middle and high school teachers were given a survey to assess multicultural attitudes and experiences. Select teachers with experiences teaching diverse learners were then given a follow-up qualitative interview to collect more information. Results of the initial survey revealed that teachers had a positive attitude towards multicultural education, but did not fully grasp its relevance. Results of the follow-up interview revealed challenges to multicultural education, such as conflict over perceived roles of teachers and students, avoidance of discussion about diversity, overprotective teachers, problems comprehending the traditional Korean school curriculum, and limited involvement of both students and parents from diverse backgrounds. These problems appear to reflect an overall failure of the South Korean education system to embrace and accommodate diversity.

The 21st century has ushered in a host of changes to schools which have implications for the process of teaching and learning. By the year 2030, culturally and linguistically diverse (CLD) students will account for roughly half of the P-12 school population in the United States. Future teacher training must include a focus on these learners and their perspectives to ensure that they are full and inclusive members in physical education processes. This article explains who CLD learners are and considers the preparation of preservice teachers in PETE programs.