Teachers' experiences in teaching Chinese Australian students in health and physical education. (May 2016)

• Record Type: Journal Article
• Authors: Pang, Bonnie; Soong, Hannah
• Is Part Of: Teaching and teacher education. Volume 56(2016)
• Page Start: 84
• Page End: 93
• Publication Date: 2016-05
• Subjects: Young Chinese -- Health and physical education teachers -- Bourdieu -- Complementary difference -- Postcolonialism -- Diversity education; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.01.023
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Despite the increasing number of students from "Asian" backgrounds in Australian schools, little consideration has been given to the experiences of Health and Physical Education (HPE) teachers in teaching these students. This paper centres on the experiences of eight Anglo-Celtic Australian HPE teachers teaching mainly Chinese students in two schools in Queensland. In order to understand the nuanced diversity of their teaching experiences, three key theories were drawn on. They include: Bourdieu's concepts of capital and (mis)recognition, Chinese "complementary difference" and postcolonialism. Underpinned by critical and interpretive ethnographic methods, this paper also discussed key implications for promoting diversity in HPE. Highlights: Teachers' experiences in teaching young Chinese Australians in HPE are multifaceted. A heuristic of difference model is presented to illustrate teachers' interview data. Three aspects in engagement, equity and empowerment as a guiding framework, in promoting diversity in HPE are discussed.