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Equity, student diversity and inclusion have figured in Physical Education (PE) curriculum development in Australia and internationally for more than twenty years (Whatman and 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, p7) into pedagogical practices and curriculum is neither straight forward or 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 and Singh, 2015, p215). Curriculum and pedagogical practices for improved educational outcomes, justice and inclusion in PE are central to this chapter.

This is the peer reviewed author accepted manuscript (post print) version of a published work that appeared in final form in: Gerald Griggs and Kirsten Petrie (eds) , Routledge Handbook of Primary Physical Education ch. 12, pp. 134-144

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Routledge Handbook of Primary Physical Education
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