Can physical education be used to promote social justice? Conceptualizing a framework and thematic domains

Social justice is a concept that is well-recognized yet difficult to define within the context of school curricula. As societies evolve and adapt, physical education (PE) curricula must reflect these changes. Student populations are becoming increasingly diverse, social justice issues and racism remain a public health issue, and the need to review existing school curriculum systems is warranted. This thematic narrative essay examined contemporary literature to see how PE curriculum may be used to promote social justice. After screening for relevance and applying inclusion criteria, 92 articles were included in the thematic analysis. Contemporary peer-reviewed literature on racism, social justice, and physical education produced five qualitative themes: social justice ambiguity in PE, educator bias, dehumanization and marginalization,, neoliberalism in PE, and body image. The review found that colonialism, dominant White cultural norms, educator bias, and narrow body ideals continue to influence modern PE curricula. These findings do not reflect substantial changes in culture and society where social justice is prevalent or needed. Current and new curricula should expand current practice to address the needs of a growing ethnic population, include social justice as a foundational principle, engage in a holistic approach to health that moves beyond body size, and work to humanize our approach to PE. New research into current PE teaching and curricula is warranted.