“Playing the game” and “finding my way”

This chapter explores the discourses of racialized intersectionality embedded within two physical education (PE) teachers’ narratives as part of a qualitative study that attempted to provide a space where participants could recognize and validate the multifaceted aspects of their identity through storytelling. It discusses theoretical assumptions that underpin critical race theory (CRT) and critical whiteness studies (CWS) and that inform participants’ storytelling. The chapter examines how teachers made sense of their embodied identities, constructing, negotiating, and yet becoming aware of their racialized position and deals with the implications for critical research and pedagogy within the field of PE. CRT and CWS both offer a critical lens from which to shed light on the interlocking and intersecting “axes of oppressions” ethnic minority female PE teachers’ situated within school contexts that privilege whiteness may endure. CRT argues that issues of race and racism are pervasive through the US via dominant ideologies of whiteness that promote neutrality and objectivity.