Work

Whiteness and (anti-) racism in physical education considering teachers’ and physical education teacher education students’ perspectives: a systematic review

Year: 2026

Type: review

Abstract: Introduction: While Physical Education (PE) can combat racism, it also risks perpetuating racist attitudes and behaviors. The aim of this study is to analyze international literature on racism and anti-racism in the context of PE through teachers' and physical education teacher students' (PETE) perspectives. Methods: Guided by PRISMA, the systematic review follows a four-step process: (1) searching nine databases using 70 keyword combinations, (2) applying five inclusion criteria, (3) assessing study quality, and (4) conducting template and reflexive thematic analyses. Of the 3,346 publications identified, 23 were included in the analysis. Findings: Four themes were constructed through thematic analysis: (i) "How racism is understood", (ii) "Perspectives of PE Teachers and PETE Students", (iii) "Unveiling Whiteness", and (iv) "Addressing Gaps in Anti-Racist training." Analysis reveals that racism in PE is a multifaceted phenomenon shaped by local contexts, with whiteness operating as an invisible norm. Teachers are confronted with racism both through their own experiences and through witnessing students being subjected to racism. Some educators advocate for anti-racism training to address biases and systemic inequities, yet current PE curricula lack sufficient anti-racist content.

Source: Frontiers in Sports and Active Living

DOI: 10.3389/fspor.2026.1903712

Authors: Lucas Abel, Annette Chidinma Galle, Ivie Ojo, Tobias Vogt

Institution: German Sport University Cologne

Language: English

Topic: Physical Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,353