Book Chapter

Reflections on redressing racial inequalities when teaching race in the sociology of sport and physical education


In this chapter, we critically reflect upon our respective experiences as white academics regarding our teaching on race and racism within our discipline of the sociology of sport and PE. Our central concern lies in the fact that we, as academics with white privilege, are an essential part of the problem, in that there is a significant lack of BAME academics teaching within our discipline, and within the academy more broadly (Arday, 2018; Gillborn, 2008; NUS, 2016). Given this, our chapter will initially explore the structural whiteness of teaching in HE, before discussing critical practices and pedagogies aimed at de-centring whiteness from the spaces we operate in. We conclude that whilst we cannot eradicate or ignore the impact of our whiteness within our teaching practice, nor the inherent privileges it has afforded us, we can endeavour to reflexively amend our pedagogical practices in order to acknowledge the structural inequalities evident within our field. To this end, we tentatively offer some reflections and recommendations which may help other white academics to re-consider the extent to which their pedagogical practices effectively and equally empowers students of all ethnicities.

Attached files


Hobson, Michael
Whigham, Stuart

Oxford Brookes departments

Department of Sport, Health Sciences and Social Work


Year of publication: 2021
Date of RADAR deposit: 2021-03-24

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Related resources

This RADAR resource is the Accepted Manuscript of Reflections on redressing racial inequalities, when teaching race in the sociology of sport and physical education
This RADAR resource is Part of Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy [ISBN: 9783030656676] / edited by Dave Thomas, Jason Arday (Palgrave Macmillan, 2021).


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