Promoting Inclusion in PHE Teacher Education Through Emerging Decolonizing Practices: A Case Study from Canada

This study explores how to assist physical and health education (PHE) teacher candidates (TCs) to dissect their power, privilege, and positionality through a framework inspired by Lil’wat First Nation principles for teaching and learning. This case study aims to investigate “What influence does an emerging decolonizing pedagogical approach have on PHE teacher candidates’ comfortability, attitudes, and behaviour in relation to equity, diversity, and inclusion concepts whilst learning to teach PHE?” TCs engaged in a baseline and exit survey that assessed their perception of equity, diversity, inclusion, and decolonization (EDI-D). Six TCs volunteered for pre- and post-course transcribed interviews in relation to their survey responses. EDI-D materials were integrated through invitation-based learning opportunities, while TCs engaged in course lectures, practical experiences led by the instructor and a four-lesson teaching sequence in a local middle school. Findings highlighted emerging decolonizing practices that enhanced the course content and guided TCs toward critical consciousness and the deconstruction of colonial hegemony.