ABSTRACT
Equity, student diversity and inclusion have figured in physical education (PE) curriculum development in Australia and internationally for more than twenty years (Whatman & Singh, 2015). Translation of goals for ‘schooling that is free from discrimination based on gender, language, sexual orientation, … culture, ethnicity, religion, … disability, socioeconomic background or geographic location’ (MCEETYA, 2008: 7) into pedagogical practices and curriculum is neither straightforward nor guaranteed. Of concern are pedagogical practices, structures and curriculum which perpetuate experiences for some students, which are framed by marginalisation, low-demand and ‘less privileged and privileging forms of PE knowledge, skills and bodily dispositions’ (Whatman & Singh, 2015: 215).
