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Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children

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This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally-relevant physical education programme to a class of African-American 6 th -grade students. In this case, the content was ‘stepping', a branch of the African-American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students.

Keywords: African‐Americans; culturally‐relevant education; postcolonial

Document Type: Research Article


Affiliations: 1: professor in physical education teacher education in the Department of Health and Human Performance, Auburn University, 2050 Memorial Coliseum, Alabama 36849‐5323, USA 2: assistant professor of education in the Department of Teacher Education, Columbus State University, Georgia, USA 3: associate professor in physical education teacher education in the Department of Health and Human Performance at Auburn University, USA

Publication date: June 1, 2006

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