CONCEPTS AND DEFINITIONS OF RACISM IN PHYSICAL EDUCATION: A SCOPING REVIEW

Introduction
Racism is a ubiquitous entity in society. Not only can the phenomena be found in everyday life, but also does it illustrate a common entity in Physical Education (PE). Researchers who investigate structures of racism in PE need to draw on theoreti-cal outlines to support their investigation. Thus, by addressing racism in PE studies from different perspectives (i.e., pupils, teachers, researchers), the aim was to elaborate the existence of consistent racism concepts and definitions, respectively.
Methodology
A scoping review was conducted with PRISMA standards. Article selection was based on three criteria: a) peer-reviewed journals b) keywords (e.g., racism, PE) targeting international (i.e., English) or national (i.e., German) publications, respec-tively, and c) pupil, teacher, or researcher-centred studies. Lastly, included studies from eleven databases were analysed according to a framework analysis.
Results
In total, 5213 articles were found with 53 (pupils n=16, researchers n=22, teachers n=22) meeting the set inclusion criteria; overall, 23 coding categories were generated with articles allocated to different codes and categories.
The pupils’ perspective mostly refers to the concept of the racialized ‘other’ 20% or, less prominent and mostly applied, to the concept of racist stereotypes 15% and the idea of biological racism 10% or institutional racism 10%. The researchers’ perspective frequently mentions the notion of Whiteness as a race or ideology 18 %, followed by the concept of the racial-ized ‘other’ 17 % and the Critical Race Theory (CRT) 9%. The teachers’ perspectives align with the researchers’ perspectives, except rather drawing on the concept of racist stereotypes 11% than on the CRT.
Discussion
Evidently, for different perspectives in PE there is no unified concept or definition of racism that is ingrained in the numer-ous aspects of life marking diversity (e.g., politics, social practices, Gender Studies). However, Whiteness as an ideology is often put into relation with the concept of the racialized ‘other’ [1]. That is to say that Whiteness is seen as the highest norm which operates to normalise and naturalise the ‘other.’ It prevents ‘others’ from seeing their own individuality and thus subtly, as overtly perpetuates the idea of a racialised and inferior ‘other’ [2].
To conclude, the scoping review illuminates various possibilities of defining racism while illustrating similarities with re-spect to different perspectives in PE. We are confident that the more we debate racism, the more likely it is to generate new voices who stand against it.
[1] Dowling and Flintoff (2018) 10.1080/13573322.2015.1122584
[2] Harrison and Clark (2016) 10.1080/02701367.2016.1199166