ABSTRACT
None of what was proposed in Chapter 8 is possible without teachers. None of the analysis in this book matters without teachers. Critical pedagogies of affect, as physical education’s response to precarity, will remain theoretical propositions until teachers implement them. In light of the analysis undertaken in Chapter 4, which suggested physical educators are inadequately prepared to work with young people experiencing precarity, this chapter provides a note on teacher professional learning. The teaching force must become more diverse, but this is a long-term solution. In the shorter term, local action is required in places where the effects of precarity on young people are acute. The author argues that school districts, clusters of schools and local universities work collaboratively to provide the professional learning teachers require, based on the critical pedagogies of affect identified in Chapter 8, and forms of socio-cultural critique explored in Chapter 7.
