Whiteness and (anti-) racism in physical education considering teachers' and physical education teacher education students' perspectives: a systematic review.
- 1Institute of Professional Sport Education and Sport Qualifications, German Sport University Cologne, Cologne, Germany.
Abstract
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. 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. 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.
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BibTeX
@article{abel2026whiteness,
title = {{Whiteness and (anti-) racism in physical education considering teachers' and physical education teacher education students' perspectives: a systematic review.}},
author = {Lucas Abel and Annette Chidinma Galle and Ivie Ojo and Tobias Vogt},
journal = {Frontiers in sports and active living},
year = {2026},
month = oct,
doi = {10.3389/fspor.2026.1903712},
url = {https://europepmc.org/article/MED/42952804},
note = {CC BY},
}
RIS
TY - JOUR
TI - Whiteness and (anti-) racism in physical education considering teachers' and physical education teacher education students' perspectives: a systematic review.
AU - Lucas Abel
AU - Annette Chidinma Galle
AU - Ivie Ojo
AU - Tobias Vogt
PY - 2026
DA - 2026/10/14
JO - Frontiers in sports and active living
DO - 10.3389/fspor.2026.1903712
UR - https://europepmc.org/article/MED/42952804
AB - 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. 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. 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.
SN - 2624-9367
ER -