ABSTRACT
Before I share my reflections about the narratives crafted by scholars Lisette Burrows and Emma Rich, I want to articulate that my epistemological and ontological position as a critical-interpretive scholar purports that there is no single preferred reading of these narratives. The thoughts and reflections I share here represent therefore merely one, among many, possible interpretations of the stories about young people, teachers, parents, health and physical education (PE). This is not to say that the interpretations I offer are incidental and, even though they are subjective, they are nevertheless constructed within current theoretical understandings about health and PE, and I strive, in this sense, to present ‘scientifically’ valid interpretations. I expect the reader to make judgement calls about whether, or not, my interpretations cohere and are consistent with knowledge in the professional community, and whether they resonate with the reader’s personal experience (see Chapter 2 for further explanation). Indeed, these interpretations of tales from the field are proffered as a contribution to the dialogical, hermeneutical process of trying to gain a deeper understanding about the way difference affects individual lives and the social spaces of health and PE. I hope that they can stimulate further dialogue about social justice in a range of educational contexts.
