From Nearly Unengaged to Transformative: A Typology of Austrian Physical Education Teachers’ Approaches to Social Justice

Ensuring socially just, inclusive, and equitable education is a global imperative and, accordingly, a key concern for physical education (PE). While PE is widely recognized for its potential to contribute to these goals, research also highlights the persistence of discriminatory practices and injustices within the subject, underscoring the need to promote equity and social justice in PE. Social justice pedagogies (SJPs) offer a valuable framework for realizing these aims. This study explores how SJPs are understood and enacted in Austrian PE practice, with particular paid attention to how teachers describe, interpret, and navigate social justice in their pedagogical approaches. An exploratory qualitative design was employed, and 20 secondary school PE teachers were interviewed about their teaching practices. Teachers were recruited through an open call and volunteered to take part; their individual prior awareness or sensitivity to SJPs played no role in the selection process. The analysis, based on initial content–analytical structuring, led to the development of typologies. Findings revealed substantial variation in how SJPs are conceptualized and implemented in everyday teaching, reflecting differing levels of engagement with social justice principles. The predominance of approaches that fall short of fully embracing the critical and transformative potential of SJPs highlights a pressing need for professional development and systemic change in PE.