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This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student culture, which allowed the needs and experiences of racialized and international students to be ignored. Eurocentric ideologies of meritocracy, individualism, and scientific objectivity that reflect the values of the dominant group create a white racial frame that remains unnamed but centered. The aim of this research paper is to further inform how whiteness operates in kinesiology programs. We connect student experiences to whiteness theories and propose recommendations to guide the dismantling of whiteness in kinesiology.

Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

Abstract Previous literature has noted the connection between sport and corporate environmentalism, especially that which has positioned the sport mega-event as a facilitator of 'sustainable' development. David Chernushenko (1994) was [...]

In this article, we interrogate the representation and construction of public park space in a settler colonial city: Toronto/Tkaronto. First, we draw on the relationship between urban neoliberalism and prudentialism to demonstrate the way public health authorities in Toronto/Tkaronto promoted a neoliberal ideology of prudentialism that emphasized individual action (e.g., social distancing, personal hygiene, sheltering in place) in response to the COVID-19 pandemic. Second, we consider the extent to which this response congealed and combined with broader anxieties that were used to manage more than the virus. We focus specifically on the way these anxieties took hold in public park space, and in particular the response to encampment communities. We theorize prudentialism, as an instrument of the white settler state, to interrogate the twin processes of organized abandonment and organized violence (Gilmore 2022), which were made visible in the treatment of unhoused people amidst the pandemic in an affluent and seemingly progressive city in a nation now known as Canada. Recognizing that COVID-19 has afflicted global cities marred by real estate speculation and the continual reliance on the commodification of Indigenous Land, which has made homelessness and urban displacement a lived condition for some, we argue that public health crises result not from--and thereby cannot be solved by--prudential responsibilization, but from the willful ignorance of the neoliberal, capitalist white settler [real estate] state (Stein 2019). [ABSTRACT FROM AUTHOR]

In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools.

Despite the benefits of physical activity for youth with congenital heart disease (CHD), most patients are inactive. Although literature has addressed medical and psychological barriers to participation, little is known about the social barriers that youth encounter. This qualitative study explored sociocultural barriers to physical activity from the perspective of 17 youth with CHD. The main theme, "what I wish you knew," was related to all other themes-youths' efforts to resolve "disclosure dilemmas," the barriers they encounter during physical education, and their struggle to understand themselves as normal. The participants' narratives illuminate the centrality of their sociocultural world to physical activity. The findings call on researchers and educators to attend to the social and cultural environments where these youth live and play. (Contains 1 table.)

This paper explores spatial theory, and particularly a Foucauldian analysis of space, power, and the subject, as a frame within which to examine moves toward security in North American urban schools. We bring into play empirical data from an ethnographic study of New York City and Toronto schools where policies and technologies of record-keeping, identification-verifying, and spatial arrangements are producing altered experiences of subjectivity and the ways in which youth, workers, and researchers experience public (school) space. What is possible to know in ethnographic studies of these new high-security school sites? We argue that notions of "risk" and "otherness" in the nation state, and the exploitation of real fears in the wake of real school violence, have permitted a culture of acute surveillance that significantly alters the enterprise of school-based, ethnographic research. (Contains 7 notes.)

This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student culture, which allowed the needs and experiences of racialized and international students to be ignored. Eurocentric ideologies of meritocracy, individualism, and scientific objectivity that reflect the values of the dominant group create a white racial frame that remains unnamed but centered. The aim of this research paper is to further inform how whiteness operates in kinesiology programs. We connect student experiences to whiteness theories and propose recommendations to guide the dismantling of whiteness in kinesiology. [ABSTRACT FROM AUTHOR]

The way discourses of whiteness and neoliberal discourses of respectability, degeneration, progress, reproduction, renewal and reinvigoration are brought to bear on the subjects who administer, use, and maintain everyday sport and recreation spaces such as locker rooms is demonstrated. It is argued that these discourses historically proceed through the racialized logics of modernity and serve to evoke or enforce hidden signs of racial superiority and cultural hegemony.

Dans cet article, l'auteure reflechit sur les vestiaires sportifs et se demande s'il y a possibilite de repenser et de reecrire ces endroits selon une autre economie. Elle souhaite pour [...]

Abstract Background The potential benefits of active school travel (AST) are widely recognized, yet there is consistent evidence of a systematic decline in the use of active modes of transportation to school since the middle part of the 20th century. This study explored parental accounts of the school travel mode choice decision-making process. Methods Thirty-seven parents of children (17 who walked; 20 who were driven) from four elementary schools in Toronto, Canada participated in semi-structured interviews. The schools varied with respect to walkability of the built environment and socio-economic status. Thematic analysis of interview transcripts identified a two-stage decision-making process. Results An initial decision concerned the issue of escorting or chauffeuring a child to/from school. This decision appeared to be primarily influenced by concerns about traffic, the child's personal safety, and the child's maturity and cognitive ability regarding navigating his/her way to/from school safely. Following the escort decision, parents considered mode choice, typically selecting what they perceived to be the easiest and most convenient way to travel. The ascription of convenience to the various modes of transportation was influenced by perceptions of travel time and/or distance to/from school. Convenience became a particularly salient theme for parents who found it necessary to complete multi-activity trip chains. Conclusions The school travel mode choice decision process is complex. Future research and practice should continue to address safety concerns that are typically the focus of active school transport initiatives while addressing more explicitly the behavioural cost of competing mode choices.

Despite the benefits of physical activity for youth with congenital heart disease (CHD), most patients are inactive. Although literature has addressed medical and psychological barriers to participation, little is known about the social barriers that youth encounter. This qualitative study explored sociocultural barriers to physical activity from the perspective of 17 youth with CHD. The main theme, "what I wish you knew," was related to all other themes-youths' efforts to resolve "disclosure dilemmas," the barriers they encounter during physical education, and their struggle to understand themselves as normal. The participants' narratives illuminate the centrality of their sociocultural world to physical activity. The findings call on researchers and educators to attend to the social and cultural environments where these youth live and play. [ABSTRACT FROM AUTHOR]

The article discusses the establishment of Canadian National Sports Centres (NSCs) and examines the benefits of these sports centres to Canadian society. Details are provided about the release of the Canadian National Sports Centres Position Paper by the organizations Sport Canada, the Canadian Olympic Association (COA), and the Coaching Association of Canada (CAC). According to the article, these NSCs are essential to the proper training and development of Canadian athletes. The political, economic, and discursive factors which contributed to the development of these NSCs are also described.

In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools. [ABSTRACT FROM PUBLISHER]