Exploring Teachers Perspectives on Whiteness and (An;-)Racism in Physical Education: Insights From A Systema;c Review

Introduction
Physical education (PE) can be historically framed as male-dominated and colorblind [1,2] and has been examined as a critical site for both perpetuating and challenging racism [3]. Drawing from theoretical foundations such as Critical Race Theory and Critical Whiteness Studies, this systematic review evaluates 20 international publications to investigate how racism is understood and experienced within PE settings through the perspectives of teachers and Physical Education Teacher Education (PETE) students.
Method
A systematic review was conducted following the PRISMA guidelines: (1) The search was performed across eleven international databases, using twelve keyword combinations in English and German. (2) Study selection criteria included (a) peer-reviewed publications, (b) articles in English or German, (c) participants being students, teachers, or researchers, and (d) studies focusing on (anti-)racism in PE from a teachers’ perspective. (3) Quality of the studies was assessed using the Critical Appraisal Skills Programme (CASP) and the Mixed Methods Appraisal Tool (MMAT). (4) A detailed analysis of data were conducted through template analysis.
Results
A total of 5,213 publications were identified, with 20 (including one in German) meeting the criteria for inclusion. Each publication was rated at the highest quality level based on the evaluation criteria from the CASP and MMAT. With in the process of template analysis, four key themes were constructed of which two are presented here: (i) “How racism is understood” and (ii) “Perspectives of PE Teachers and PETE Students”. Theme (i) reveals that racism is not defined by a singular framework but is a complex, multifaceted phenomenon that varies across local contexts. Theme (ii) reveals that PE teachers and PETE students experience and witness widespread racism, including microaggressions and marginalization in predominantly white environments. Accordingly, whiteness had been identified as crucial in 12 publications, highlighting its role as an invisible norm that marginalizes non-white teachers . Further, teachers and students confront racial stereotypes, while some educators call for anti-racism training to address unconscious bias and the hidden curriculum of white privilege in PE programs.
Discussion
Despite promising international literature, a lack of quantitative research and large-scale surveys addressing whiteness and (anti-)racism in PE, particularly from marginalized groups' perspectives was unveiled. The review also identifies a lack of research that is grounded in non-white communities and calls for more inclusive, community-based research methodologies. Finally, the systematic review argues for localized solutions that adapt global anti-racist strategies to the specific needs of national and regional educational contexts – including the needs of PE teachers.
[1] doi: 10.1080/00336297.2020.1838305
[2] doi: 10.1080/13573322.2017.1332583
[3] doi: 10.3389/fsoc.2024.1374277