DOI: 10.25952/a31t-mc04
title: "I treat everyone equally!"

description: <p>Teachers' beliefs influence their practices in classrooms, which in turn has an effect on student outcomes. This case study research explored the perceptions, practices and challenges of five health and physical education (HPE) teachers who taught ethnically diverse students, in two South East Queensland schools between Septemebr 2018 and March 2019. I analysed data from interviews and observations using the lenses of critical race theory (CRT) and cultural relevance and conducted document analysis of the HPE curriculum. While some Australian studies in Education have incorporated CRT and focused on cultural relevance, very little research has been undertaken in the area of HPE, and there is even less on teachers' perceptions, practices and challenges when teaching ethnically diverse students.</p><p> The increase in ethnically diverse students in the majority of schools in Australia, especially in some regional areas, presents a need for teachers to incorporate culturally relevant teaching and to have an awareness of socially just practices. Teachers who use socially just practices in their classrooms provide caring environments, where ethnically diverse students may contribute to classroom activities without fear of being ridiculed for their culture. Therefore, culturally relevant education helps to promote the confidence and participation of ethnically diverse students where they feel included and aim for excellence in their behaviour and academic outcomes.</p><p> I chose the curriculum area of HPE as it has a strong focus for students to understand their personal, social and community health, strengthen their sense of self and maintain meaningful relationships. Findings show instances of bias, colour-blindness and stereotypical notions in some of the HPE teachers which may affect teacher practices. Moreover, interest convergence, where the interest of one group determines their actions,  appeared to be driving the selection of the dominant sports and physical activities of the two schools in this study. My document analysis revealed there was culturally relevant content in the HPE curriculum.</p><p> The study has implications for teacher education and professional development. More importantly for personal transformation to occur, teachers may need to gain cultural knowledge, critically reflect and develop cultural awareness. </p><p> Investments in teacher education in culturally relevant education are important for ethnically diverse learners, some of whom may be struggling at school due to the dominant, ethnocentric processes currently in place in several educational institutions. Ethnically diverse students need to feel accepted, cared for and recognised in our schools through recognition of the culture they come from. This study contributes to research on the importance of culturally relevant practices and cultural competence of teachers. </p>
description: <p>Teachers' beliefs influence their practices in classrooms, which in turn has an effect on student outcomes. This case study research explored the perceptions, practices and challenges of five health and physical education (HPE) teachers who taught ethnically diverse students, in two South East Queensland schools between Septemebr 2018 and March 2019. I analysed data from interviews and observations using the lenses of critical race theory (CRT) and cultural relevance and conducted document analysis of the HPE curriculum. While some Australian studies in Education have incorporated CRT and focused on cultural relevance, very little research has been undertaken in the area of HPE, and there is even less on teachers' perceptions, practices and challenges when teaching ethnically diverse students.</p><p> The increase in ethnically diverse students in the majority of schools in Australia, especially in some regional areas, presents a need for teachers to incorporate culturally relevant teaching and to have an awareness of socially just practices. Teachers who use socially just practices in their classrooms provide caring environments, where ethnically diverse students may contribute to classroom activities without fear of being ridiculed for their culture. Therefore, culturally relevant education helps to promote the confidence and participation of ethnically diverse students where they feel included and aim for excellence in their behaviour and academic outcomes.</p><p> I chose the curriculum area of HPE as it has a strong focus for students to understand their personal, social and community health, strengthen their sense of self and maintain meaningful relationships. Findings show instances of bias, colour-blindness and stereotypical notions in some of the HPE teachers which may affect teacher practices. Moreover, interest convergence, where the interest of one group determines their actions,  appeared to be driving the selection of the dominant sports and physical activities of the two schools in this study. My document analysis revealed there was culturally relevant content in the HPE curriculum.</p><p> The study has implications for teacher education and professional development. More importantly for personal transformation to occur, teachers may need to gain cultural knowledge, critically reflect and develop cultural awareness. </p><p> Investments in teacher education in culturally relevant education are important for ethnically diverse learners, some of whom may be struggling at school due to the dominant, ethnocentric processes currently in place in several educational institutions. Ethnically diverse students need to feel accepted, cared for and recognised in our schools through recognition of the culture they come from. This study contributes to research on the importance of culturally relevant practices and cultural competence of teachers. </p>