Speaker
Description
A foundational purpose of the sociology of sport is “to critically examine the role, function and meaning of sport in the lives of people and the societies they form” (ISSA, 2016). From theoretical perspectives borne within the sociology of sport, sports are substantive cultural experiences that can advance diverse social goals, including responding to the needs/interests of student groups marginalized by race, ethnicity, and other social identities. To this end, I have investigated the impact of sports as educational resources to support science curriculum development and to enhance classroom experiences for culturally diverse students historically underserved in science education (Author, 2022). Further, I have applied insights gained from this research in teaching within teacher education. As such, my research and teaching regarding the sociology of sport have engaged two local communities – school-aged students who experienced classroom instruction framed around sport; and teachers and teacher candidates in my courses who learned how to teach science using sport. These efforts in theorizing and implementation have led to substantive and practical research and teaching outcomes that are relevant to both student and teacher communities as these efforts respond to calls for equitable and culturally-relevant classroom instruction and school experiences, both nationally and throughout local communities in the U.S. (Gallard et al., 2014; Mensah, 2011). Limitations experienced and to be addressed include navigating racialized and/or deficit-based ideologies about marginalized student groups regarding sports, such as Black students and students with disabilities; and responding to the diverse interests and attitudes of students towards sports.
