ABSTRACT
In this chapter, the authors describe Curriculum and pedagogical practices for improved educational outcomes, justice and inclusion in Physical Education (PE). They address socio-critical pedagogical orientations to PE. The authors acknowledge the social construction of inequity and engage with Nancy Fraser's notions of justice. They also address cultural, educational and pedagogical considerations for students in relation to gender, disability, ethnicity and indigeneity. The authors provide that the intersectionality of categories of marginalization, arguing for inclusive pedagogical practices founded in the life-worlds of students, which recognise and value the resources and cultural capital students bring to their schooling. Indigenous students are not a homogenous population, nor are they distributed evenly in terms of geographic location, socio-economic status and educational achievement. Traditional Indigenous Games (TIG) exemplify means for recognising and embedding Indigenous knowledge, movement forms and perspectives into PE curriculum. Teaching TIG and dance represents possibilities for justice in PE in terms of recognition, redistribution and representation.
