@article{ref1,
title="Problematizing social justice in health pedagogy and youth sport: intersectionality of race, ethnicity, and class",
journal="Research quarterly for exercise and sport",
year="2016",
author="Dagkas, Symeon",
volume="87",
number="3",
pages="221-229",
abstract="Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a framework for the importance of intersectionality research (mainly the intersection of social class, race, and ethnicity) in youth sport and health pedagogy for social justice; and (c) contextualize the complex intersection and interplay of social issues (i.e., race, ethnicity, social classes) and their influence in shaping physical culture among young people with a BME background. The article argues that there are several social identities in any given pedagogical terrain that need to be heard and legitimized to avoid neglect and &quot;othering.&quot; This article suggests that a resurgence of interest in theoretical frameworks such as intersectionality can provide an effective platform to legitimize &quot;non-normative bodies&quot; (diverse bodies) in health pedagogy and physical education and sport by voicing positionalities on agency and practice.<p /> <p>Language: en</p>",
language="en",
issn="0270-1367",
doi="10.1080/02701367.2016.1198672",
url="http://dx.doi.org/10.1080/02701367.2016.1198672"
}