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.
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Document Type: Research Article
professor in physical education teacher education in the Department of Health and Human Performance, Auburn University, 2050 Memorial Coliseum, Alabama 36849‐5323, USA
assistant professor of education in the Department of Teacher Education, Columbus State University, Georgia, USA
associate professor in physical education teacher education in the Department of Health and Human Performance at Auburn University, USA
Publication date: 2006-06-01
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