ABSTRACT
This chapter illustrates the struggles of developing a student-centered teacher identity. With previous physical education teaching experience but as a novice to the Activist Approach, one educator discusses his challenges in learning to use and value the approach in his work with an after-school sports club. This chapter describes the power of cultural influence in professional decision-making and developing a student-centered pedagogy. In order to build a learning environment with our students and co-create curriculum together, educators must become aware of how culture shapes assumptions about teaching, learning, and youth. This chapter concludes with a discussion of how coming to understand these assumptions is painful and yet with structural support is possible for transformation to become student-centered.
