Elementary teachers’ workplace learning in anti-bias physical education for culturally and linguistically diverse children in Japan

This study examined Japanese elementary teachers’ workplace learning related to implementing an anti-bias curriculum when teaching culturally and linguistically diverse (CLD) children in physical education (PE). Semi-structured interviews were conducted with seven Japanese elementary-school teachers who shared their experiences with incorporating anti-bias principles into PE teaching. Using the constant comparative method, we identified three themes: (a) understanding CLD children’s triple jeopardy in PE: language, culture, and poverty; (b) fostering anti-bias peer interactions through critical pedagogy; and (c) integrating Jinken Kyoiku into professional development for anti-discrimination PE. The findings illustrate how teachers’ workplace learning contributes to developing propositional, procedural, and dispositional knowledge that enables them to address social-justice issues faced by CLD children in PE. By highlighting teachers’ workplace learning, we provide insights into implementing anti-bias PE and emphasise the need for greater attention to social justice in PE to promote equitable, meaningful learning opportunities for all children.