000			01598nab a22001937i 4500
999			_c90751 _d90751
003			CITU
005			20250610101026.0
008			250610d2020 mdu|||p| |||| 00| 0 eng d
100	1		_aLandi, Dillon. _eauthor
245	1	4	_aThe A-Z of social justice physical education : _bpart 2 / _cDillon Landi, Shrehan Lynch, Jennifer Walton-Fisette.
264		4	_c2020
520			_aEducation has the ability to both reproduce and transform broader social structures. Yet, teachers’ responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This article (the second installment of a two-part series) is an attempt to make an important step in enacting a socially just and informed physical education program. In so doing, we highlight specific ways that teachers and teacher educators can prepare for and teach about precarity in physical education. By providing resources, readings, and examples from practice, we provide a framework that promotes ethics of value, care, and zeal for others.
650		0	_aPhysical education and training _xSafety measures.
650		0	_aPhysical education and training _xSocial aspects.
700	1		_aLynch, Shrehan. _eauthor
700	1		_aFisette, Jennifer Walton- _eauthor
773			_tJOPERD : The Journal of Physical Education, Recreation & Dance _gvol. 91, no. 5: (May/Jun. 2020), pages 20-27.
942			_2ddc _cART