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The field of physical education (PE), sport, and forced migration studies has grown considerably in recent years. Although we have seen an increase in publications in the field, no reviews of pedagogies regarding people with refugee backgrounds in PE and sport have been published to date. The purpose of this review is to critically examine pedagogies implemented with young people with refugee backgrounds in PE and sport. Using Freirean critical pedagogy as an analytical lens, we identified two themes: (a) the need to overcome cultural deficit perspectives by engaging in dialogue with the young people and (b) the need to move from assimilationist to co-designed ways of working with the young people in PE and sport. We outline directions and critical challenges for future research on the relationship between young people with refugee backgrounds and pedagogies implemented in PE and sport.

Critical scholarship in sport for development (SfD) advocates transformative research to disrupt the historical colonising view of sport as a vehicle to acculturate people into the values and norms of dominant Western culture. Youth participatory action research (YPAR) involves youth throughout the research process and consequently has the potential to challenge hegemonic forms of knowledge production in SfD. In reality, however, authentic engagement of co-researchers in the research process is often largely confined to data collection. This article draws on the decolonising lens as a theoretical framework to examine tensions, possibilities, and power relations that researchers and co-researchers encounter when co-designing and implementing YPAR in SfD. The project comprised a sixteen-week YPAR in a community-based football programme in Melbourne, Australia. Data collection comprised weekly collaborative meetings, observations collected as field notes, artefacts produced by participants, interviews, and reflective meetings. Findings centred on three themes: (a) finding sensitive ways to navigate the tensions of building trust and rapport; (b) negotiating the struggle between the co-researchers and the coaches about the use of space within the sport context; and (c) the challenges of relinquishing power in research and knowledge production, as reflected in our collective struggle to communicate to participants the value of YPAR for themselves and their communities. The findings challenge a romantic view that YPAR is guaranteed to be an empowering experience for young people; instead, they foreground the complexities and messiness of the process of sharing power with co-researchers in SfD. We conclude by advocating for critical, reflexive YPAR with explicit social transformation objectives to work toward the co-production of knowledge with young people.

Background: Several studies demonstrate the benefits of socially critical work in sport pedagogy, which value young people's strengths, capabilities, knowledge, and resources. This body of research argues that young people have the agency to analyse their social contexts and to negotiate the forces that impede their choice of possibilities. While advocacy for a more transformative education process through sport has grown over the years, there is little research that aims to explore pedagogical practices with care-experienced young people (e.g. those who have been removed from their families and placed in the care of the 'state'). Purpose: This article draws on Paulo Freire's critical pedagogy as a theoretical framework to examine pedagogical practices with care-experienced young people in a sport-based programme. Participants and settings: This case study took place at a football-in-the-community programme in the West Midlands region of England, which aimed to develop the skills necessary to support care-experienced young people's transition from primary to secondary school. Participants included eight key adult stakeholders involved with the delivery, and ten care-experienced young people. Data collection/analysis: The research was conducted in two phases to understand the specific pedagogic practices employed within the programme. In the first phase, all adult participants took part in semi-structured interviews designed around their understanding of the programme and their perceptions about what care-experienced young people gained from it and why. For the second phase, observations of the programme were employed as well as a variety of participatory methods with young people such as drawings, mind mapping and photo-elicitation. Findings: The analysis resulted in the identification of three key themes relating to pedagogic practices: (1) problem-based learning with spaces of freedom; (2) contextualised learning activities; and (3) developing mutual trust and respect. By critically analysing a sport-based programme, this paper highlights how specific pedagogic practices might create spaces for empowering care-experienced young people, and the challenges and tensions in this process. Implications: We conclude by outlining how a Freirean critical pedagogy could be better utilised for care-experienced young people within sport-based programmes, in order to recognise their knowledge in naming, critiquing and negotiating barriers to their engagement in their sport context.

Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study's purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her 'engaged pedagogy'. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, "building relationships as a foundation to cultivating a learning community"; this theme relates to the challenges and facilitators to getting to know our 'faceless students' and building an interactive relationship with them in an online environment. The second theme constructed from the data was "commitment to a process of self-actualization that promotes teachers' and students' wellbeing"; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students' perceptions of Physical Education (PE).Purpose: The aim of this study was to investigate refugee-background students' perceptions of PE in Swedish high schools, using a salutogenic approach. Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16-18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania. Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools. Findings: Three themes were identified that captured the students' perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable. Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.

Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers' continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectively struggle to overcome their challenges. The majority of studies regarding CoPs and PE have, however, been conducted in privileged, global north countries with PE teachers who were predominantly white and middle-class. Much less attention has been paid to critically examining PE-CoPs with teachers in precarious contexts in the global south countries. Purpose: This study investigated the process of nurturing a democratic PE-CoP in a precarious, Brazilian school context. Methods: Ethnography and action research framed this 2-semester study. Participants included six PE teachers, a facilitator, and a critical friend. Data collection/analysis: Data sources included: (a) lead researcher observations collected as field notes; (b) weekly teachers' meetings and researchers' meetings; and (c) teachers' interviews. Data were analysed using an inductive and iterative thematic process. Findings: Results indicated the development of a democratic PE-CoP in a precarious situation through an ongoing and dynamic progression where teachers built their own practice to overcome the marginalisation of PE and were supported to exist. In this untenable context, the nurturing of a democratic CoP focused on teachers' survival and 'defending themselves' while learning to struggle together to change their micro-context. Implications: Nurturing a democratic CoP created a space for the negotiation of what was meaningful and useful for these teachers in their reality. In these contexts, we suggest that teachers' CPD must include not only content knowledge but also the quest for better professional conditions.

There is a body of research that indicates the need for community-driven and culturally responsive pedagogies in sport-based interventions. There is much to learn from the pedagogical approaches and experiences of African Australian refugee-background coaches who work with refugee-background young people toward acceptance and affirmation of their cultural and racial identities. This paper explores African Australian refugee-background coaches' pedagogies in working with African Australian refugee-background young people in a grassroots football programme in Melbourne. Participants included an African Australian refugee-background young woman and four coaches. Data collection spanned a six-month period and included observations and semi-structured interviews. The findings were analysed using Ladson-Billings' [Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. "American Educational Research Journal," 32(3), 465-491. https://doi.org/10.3102/00028312032003465; Ladson-Billings, G. (2009). "The dreamkeepers?: Successful teachers of African American children." Jossey-Bass Publishers; Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. The Remix. "Harvard Educational Review," 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751] conceptualisation of Culturally Relevant Pedagogy. The study identified three main themes. First, the coaches considered themselves 'barrier breakers': they were able to connect the African Australian refugee-background young people to different resources in and outside of sports contexts to develop their success in football and in life. Second, the coaches considered the sport programme 'a family' where they were willing to nurture and support cultural competence by sharing power with the participants and their community. Third, the coaches created spaces for young people to develop awareness that allowed them to critique some of the social inequities experienced. Future studies should continue to move beyond a focus on predominantly white and middle-class providers and coaches in sport-based interventions. By including and foregrounding the voices of coaches who have diverse experiences, more diverse cultural knowledges are validated, enabling the translation of this knowledge into more culturally responsive sport programmes.

Introduction: Even though advocacy for poststructural feminist lenses to change/challenge physical education (PE) has grown over the years, there is an evident gap in qualitative research using poetic forms of representation in PE. Purpose: The purpose of this study was to use a poststructural feminist framework to challenge a particular kind of hegemonic reproduction of PE, particularly to explore the notion of 'Joe Wicks "as" PE'. Participants and settings: Collaborative autoethnography framed this study and participants included three queer leaning female-identified early/mid-career PE teacher educators. Data collection/analysis: Over the course of eight weeks, we collected and generated a variety of texts individually and collectively. To capture our reactions, we decided to collect data around two 'prompts', namely the recorded podcast titled 'Is Joe Wicks the face of PE?' of an Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) hosted chat, and our participation in a 9 am 'PE with Joe' session. We presented the data gathered in this project poetically. Findings: We divided the findings into two parts corresponding with our responses (collaborative autoethnographies) to the two themes, namely 'We can't fix this/that' (aka 'Banging our heads against a brick wall') and 'Joe Wicks as PE' (aka 'Feminist killjoys'). Implications: We believe that a poetic representation, in addition to nurturing and amplifying the emotional and lyrical data collected, presented an opportunity to contribute to, and extends this kind of representational style in PE. In addition to this, collaborative autoethnography allowed us as a community to advance scholarship and provides a space for collective empowerment.

Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment. The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil. Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue; (b) understanding and respecting teachers' learning and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community and pursuing social change.

Purpose: This study aims to understand how a facilitator's pedagogy changed over time in the process of supporting a community of learners to teach using an activist sport approach. Methods: Self-study framed this four-semester research project. Participants included the lead author, two critical friends, 10 preservice teachers, and 110 youth. Data collected included lead researcher's field notes and debriefing meetings between the lead author and the two critical friends. Results: Findings identified the facilitator's: (a) struggles to create a democratic learning space in a university context, (b) discomfort with giving up control and allowing for various degrees of preservice teachers' engagement, and (c) negotiation of feeling of saudade (the love that remains after someone is gone) while creating a group identity. Discussion/Conclusion: A pedagogy of facilitation as an act of love offers genuine possibilities for decolonizing and reinventing reality by naming, critiquing, and challenging/negotiating forms of oppression.

Over the past decades, a body of scholarship has highlighted the benefits of an activist approach in Physical Education Teacher Education (PETE). This body of research shows that an activist approach enables teacher educators, student teachers and young people to work together in order to become conscious of the power structures in society that lead to social inequities. Although we have a body of research on social justice and critical pedagogy in PETE, there is much to learn about physical education teacher educators' learning journeys in enacting activist approaches. By using a critical autoethnography approach, this study explores a transformative learning journey experienced by the lead author in enacting an activist approach based on young people's voices. The PETE educator's learning journey emerged from the reflexive process in the last 8 years with the second author. A critical theoretical framework based on critical pedagogy and feminist studies is employed to discuss the transformative learning journey presented in this paper. By establishing a collective meaning, we aim to provide rich instances of critical pedagogies that add to the project of identifying various approaches to social justice in PETE contexts. This is a relevant story to PETE practitioners who might be attempting to take a critical stance in contemporary university contexts.

Introduction: Existing research suggests that practitioner inquiry (PI) can positively influence teachers’ professional learning. Within the context of Health and Physical Education (HPE), however, we know little about the influence of PI on HPE teachers and their students, and HPE colleagues. Aim: This study responds to the research question: in what ways do HPE teachers believe that PI influences their teaching practices, their students and their HPE colleagues? Context and participants: This study presents a case study of a year-long, government-funded teacher professional learning programme called Teaching Excellence Program (TEP) offered by the Victorian Academy of Teaching and Leadership. The TEP is intended to advance teacher professional knowledge in a range of ways, including through individual and collaborative PIs. This paper examines the outcomes that ensued from the teachers’ individual and collaborative PIs. The study involved seven Australian HPE teachers with varying levels of experience (6–30 years). We employed an exploratory, multi-method case study approach, and data consisted of interview transcript, participant-designed cartoons, and artefacts (e.g. framing a problem of practice and action planning documentation). Findings: Within the broader context of the TEP, PI was identified as particularly engaging for the participating HPE teachers. The HPE teachers believed that engaging in PI: (a) enhanced their own teaching practices; (b) therefore improved students’ engagement; and in some cases (c) influenced HPE colleagues’ teaching practice. Implications: This study underscores the potential influence that PI can have on HPE teachers when scaffolded and sustained support is available and accessed. Furthermore, this study highlights the significance of adopting the concept of inquiry as stance, emphasizing the role of teachers as researchers. Positioned as teacher-researchers, they generate localized knowledge, reimagine and theorize their own and potentially others’ practice, and critically engage with the theories and research of others. [ABSTRACT FROM AUTHOR]

This work builds upon critical youth studies' concern with capacity building in engaging young people as active agents for social change. This article analyses critical capacity building processes among young women engaged in youth participatory action research (YPAR) that sought to co-design a community sport programme in Melbourne, Australia. Participants included the first author, four young women (second to the fifth author), and a critical friend (sixth author). The experience of engaging young women in YPAR foregrounded significant capacity building such as: (a) learning to genuinely listen to young people in order to plan for change; (b) finding creative and flexible ways to build relationships; (c) learning to negotiate the messiness and uncertainty in the research process; and (d) improving problem-solving skills in order to listen and respond to young people in their community. This paper concludes by articulating how YPAR can potentialise the development of critical capacity building in youth studies, nurturing skills and knowledge linked with social justice, activism, and democracy, instead of instrumentalist and technocratic capacity-building models that focus on training and predefined practical skills. [ABSTRACT FROM AUTHOR]

Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018. What happened to critical pedagogy in physical education? An analysis of key critical work in the field. "European Physical Education Review," 1-18; O'Sullivan, 2018. PETE academics as public intellectuals and activists in a global teacher education context. "Physical Education and Sport Pedagogy," 23(5), 536-543; Walton-Fisette & Sutherland, 2018. Moving forward with social justice education in physical education teacher education. "Physical Education and Sport Pedagogy," 23(5), 461-468). Although we have a body of research on social justice and critical pedagogy in HPETE, there is much to learn about the challenges activist teacher educators face in the process of being and becoming activists, especially in neoliberal contexts. This collaborative self-study explores the challenges of being and becoming an activist teacher educator in a neoliberal Australian context and how those challenges were negotiated. Participants included the lead researcher and a critical friend. Data collected included: (a) lead researcher observations collected as field notes; (b) lead researcher reflective diaries after each teaching episode; (c) meetings between the lead researcher and the critical friend; (d) material produced in the lead researcher's classes. Data analysis involved induction and constant comparison. The lead author faced internal and external challenges. First, the lead author had to negotiate her struggles to share power with students. The teacher educator started to be seen as a 'very cool person', teaching 'an easy unit'. Second, the teacher educator struggled to understand the complexities of teaching in a neoliberal context. The teacher educator [with the help of the critical friend] negotiated those challenges by understanding the importance to set expectations for learning within an activist approach and understanding the power of activist approaches to challenge a neoliberal system. Future studies should continue to explore the challenges activist teacher educators face in a context where students are socialized in neoliberal context, and educator's performance is measured in the same system.

Research demonstrates the benefits of educating for social justice in Physical Education Teacher Education (PETE) programs. This body of research shows that social justice pedagogy enables student teachers to create a sense of social agency and community purpose in their teaching that positions them with more certainty when facing the political and professional hurdles embedded in a teaching career. The social justice perspective allows PETE educators and student teachers to work together in order to become conscious of the power structures in society that lead to social inequities. Although there are comprehensive studies on social justice and critical pedagogy in PETE, there is much to learn about how PETE educators conceptualize and practice critical pedagogy. Particularly in Brazil, there is limited research that confronts and analyses data from the myriad of emancipatory pedagogical PETE practices around the country, in order to turn those practices into a coherent body of critical narratives and shared knowledge. The purpose of this paper is therefore to explore the challenges, struggles and pleasures that two PETE educators faced in understanding and enacting critical pedagogy in Brazil. A theoretical framework based on Freire's critical pedagogy is employed to discuss the complementary narratives presented in this paper. We proclaim our hope that critical pedagogy might point to some avenues for political democratic struggles in a moment when public Education in Brazil is under severe attack promoted by the right-wing forces that currently sit on the presidential and the ministry of Education chairs.

There is a growing interest in the internationalization of research activities in higher education institutions. Economic and political motivations are increasingly the key drivers for internationalization which might be viewed as disruptive and insensitive to local contexts, fostering inequality and forms of cultural and socioeconomic imperialism. Unlike this reductionist view of internationalization, we argue that internationalization should be considered a moral practice grounded in solidarity as a key concept to transform the social and material conditions of inequality. It is a solidarity based on sharing the struggle with people, and the will to give, and rethink, ourselves. The aim of this study is to explore the challenges experienced by an academic as she attempts to increase the internationalization of research activities in kinesiology through related research, journals, and academic associations. A critical theoretical framework, based on Freire's notion of solidarity, encourages the reader to interrogate the way in which they strive toward contributing to the internationalization of research activities in kinesiology. It is suggested that solidarity might direct readers to consider internationalization as the promotion of cooperation among nations and, in turn, improving the quality and relevance of research.

In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, there is little research that aims to explore how pre-service teachers' (PSTs') conceptions change across time. The aim of this study was to explore PSTs' changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher's field notes; (b) collaborative PSTs' group meetings; (c) PSTs' generated artifacts; and (d) PSTs' focus groups and interviews. Data analysis involved induction and constant comparison. The PSTs understood that love was represented by the following: (a) creating democratic spaces for students to care for each other and their community; (b) trusting and understanding the students, and dreaming possible futures with them; (c) being the best teacher in order to facilitate students' learning; and (d) making sure all students are included. We concluded that the PSTs' embodied experiences of oppression and the reflexive experience lived in the activist approach created a space for the PSTs to see themselves in the youth, reconnect with their own identity and develop empathy and love for the diverse youth.

Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O'Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. "Physical Education and Sport Pedagogy," 23(5), 536-543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be a very personal struggle with their own stereotypes and assumptions about the people they are working with [Oliver, K. L., Oesterreich, H. A., Aranda, R., Archeleta, J., Blazera, C., Crux, K., … Robinson, R. (2015). 'The sweetness of struggle': Innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course. "Physical Education and Sport Pedagogy," 20(1), 97-115]. Although the challenges that PSTs faced to learn an activist approach to teaching are described in the literature, there is little research that aims to understand how these challenges progress across time. The aim of this study is to explore the challenges pre-service teachers faced when learning to use an activist approach across time. Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers, 90 youth, and two researchers. Data collected included: (a) collaborative PSTs group meetings; (b) PSTs reflective diaries after each teaching episode; (c) lead researcher observations collected as field notes; (d) PSTs generated artifacts; and (e) PSTs interviews and focus groups. Data analysis involved inductive and constant comparison. Results conveyed: (a) the PSTs' assumptions about what student-centered pedagogy meant and the challenges of overcoming their misconceptions about teaching and learning; and (b) the PST's struggles in coming to understand themselves as activist teachers, with dispositions as advocates of social justice. Future studies should continue to explore the challenges and facilitators PSTs face when learning an activist approach aimed at empowering both students and teachers to develop a critically conscious understanding of their relationships with the world through their effort to name and change the world together.

Several studies demonstrate that Sport Education (SE) supports the development of an authentic sport experience. However, the 'messiness' attached to the reality of effectively enacting SE is less prominent in the literature. The aim of this study is therefore to capture the complexity, tensions and struggles (for both lecturers and undergraduate students) of delivering and experiencing an authentic Artistic Gymnastics (AG) SE season within learning communities. Action research framed this 13-week study. Participants included 33 undergraduate students, four lecturers (one experienced in SE and three experienced in AG) at a university in Brazil and a professor with expertise in teaching and researching SE who was contacted regularly throughout the SE season. Data were collected weekly and included: (a) weekly collaborative lecture group meetings after each class; (b) student reflective diaries; (c) lead lecturer weekly observations collected as field notes; (d) Facebook posts; and (e) student focus groups. Data analysis involved inductive process and constant comparison. Results conveyed: (a) the relationship of trust and interdependence between the lecturers who implemented SE; (b) how students created a safe environment that allowed them to overcome fear; and (c) how lecturers and students negotiated the different levels of students' engagement during the season and the associated feeling of frustration. Lecturers and students developed into two separate communities of learners. Future studies should continue to examine the effectiveness of a community of learners within the SE context and specifically encourage lecturers and students to work together as one learning community, learning from, and with, each other.

Teacher educators shape curriculum in the pedagogical decisions they make (Lunenberg et al., 2007). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode (n = 42), individual reflections (n = 33), recordings of conversations with critical friends (n = 15), and recordings of collective meetings (n = 8). Pedagogical confrontations (Moran et al., 2019) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator's engagement with Meaningful PE and social justice pedagogies. Teacher educators' decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation. [ABSTRACT FROM AUTHOR]

This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks' engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a learning community. The 10-week YPAR included six staff collaborators (SCs) and five youth collaborators (YCs). Data comprised recordings of weekly collaborative group meetings; group interviews with SCs and YCs; and reflections and artefacts such as planning documents, graphic organisers and photographs. Informed by engaged pedagogy, findings are represented in two themes. First, YCs and SCs raised critical consciousness by collectively unpacking and critiquing the concept of transition. Critical consciousness allowed YCs to share their lived experiences and critique the dominant deficit discourse that represents transition as a linear process that needs to be smoothed by expert adults. Second, YCs and SCs demonstrated what hooks describes as radical wholeness, by bringing their whole selves to the YPAR. While some SCs and YCs struggled with the messiness of co-design as they negotiated expectations and roles, they learned to be honest and share their emotions, becoming what hooks describes as a learning community. Using an engaged pedagogy lens, we conclude by advocating for a holistic approach for YPAR in which educators take the risk of being vulnerable, sharing uncertainty and discomfort while encouraging youth to also take risks by bringing their whole selves to the process. [ABSTRACT FROM AUTHOR]