Abstract

In this project, we build on the work of Rebecca London’s multi-year sociological study on the “opportunity gap in elementary school recess” [6] to examine access to social-physical movement (recess, physical education) as a matter of racial and disability equity in schools. By bridging education with kinesiological science, we look at the cultural practices of schooling, as well as the implication of these practices on children’s health outcomes. The central research question of this project is: Are there disparities in access to recess and physical education within school populations when disaggregated by race, disability, and race and disability?

Authors: M. Nickie Coomer, Eryn Murphy

Published in: Ireland International Conference on Education (IICE-2024)

  • Date of Conference: 2-4 April, 2024
  • DOI: 10.20533/IICE.2024.0021
  • ISBN: 978-1-913572-70-9
  • Conference Location: Dún Laoghaire, Ireland

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