Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children

Abstract

This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally‐relevant physical education programme to a class of African‐American 6th‐grade students. In this case, the content was ‘stepping’, a branch of the African‐American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students.