Champagne, L. D. (2006). Physical education teachers as allies to aboriginal students: Dimensions of social consciousness. Retrieved from ProQuest Dissertations and Theses.

The title of this study grabbed my attention immediately, because I have noticed that the most positive times of relationship-building with my indigenous students have happened outside of the classroom, in times of physical activity (such as charitable runs, PE classes, or even unloading classroom supplies from the car). I wondered about this, and was told by the Aboriginal Education teacher at my school that it might have to do with reduced eye contact, less pressure for immediate verbal responses, and the experiential nature of activity. I wanted to read research that explained this further.

Champagne conducted a qualitative study encouraging eight PE teachers to reflect on their positive experiences with Aboriginal students. What worked well? What didn’t? She then presented the teachers’ narratives with theoretical explanations based in a framework of critical pedagogy, culturally relevant teaching, and anti-racist education. She found that, like many other non-indigenous educators, her subjects felt unprepared to properly engage indigenous students. The PE teachers were aware that they were uniquely positioned to incorporate teaching practices more closely aligned with indigenous educational philosophy, because of their ability to discuss holistic health, to encourage teamwork rather than independence, and to have experiential lessons. Champagne ends her study with the recommendation that all pre- and in-service teachers receive more direct education on teaching indigenous students, so that all teachers can become “allies” of those students and cease practices that create harm.