Physical education teacher education: disrupting ableism in gymnastics

Abstract

Physical education teacher education (PETE) has been identified as fertile ground for preparing teachers for teaching disabled pupils. However, there is an absence of visibly disabled bodies in PETE. Our research explores (1) how disabled bodies navigate the ableism that saturates PETE; and (2) how teacher educators can work with (disabled) prospective teachers to disrupt ableism through a critical perspective. This article generated data through four semi-structured interviews with Jack, a disabled prospective teacher with cerebral palsy, to capture his embodied experiences of gymnastics as part of his PETE. The interviews were recorded, transcribed with the analysis resulting in the following themes: (1) Internalised ableist expectations about bodies in gymnastics; (2) Hiding the disabled body from the able-bodied gaze; (3) Experiencing exclusion and learning about disability; and (4) Co-constructing anti-ableist pedagogies in gymnastics. We conclude with a call for research and practice relating to challenging, disrupting, and transforming ableism in PETE.