ABSTRACT
Narrative and self-study are powerful ways of presenting ‘embodied, everyday experiences’ by offering space for reflection and deep thinking. Working with narrative and/or self-study has proven to be valuable analytical and reflective tools for teacher educators and for their students. H. R. Milner found that sharing a personal story of racialised experience or inequity with white pre-service teachers (PST) helped them to understand ‘their own racialised lives and how that may influence their work’. There are a number of studies on diversity awareness for white PSTs including some specific to physical education or Physical education teacher education (PETE), but less on curricular and pedagogical changes for diverse classrooms. L. Azzarito and M. Simon articulated the problems of a white-centric PETE from the perspective of PSTs and school students from minority backgrounds in increasingly diverse environments. There are reports that contemporary education policy is becoming less committed to monitoring disadvantage for specific minority ethnic groups.
