Fostering intercultural dialogue: a case study of Chinese-Canadian students’ experiences and perspectives of a kinesiology program-Reference-Cited by-同舟云学术

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Fostering intercultural dialogue: a case study of Chinese-Canadian students’ experiences and perspectives of a kinesiology program

Published:2024-06-10 Issue: Volume: Page:1-15
ISSN:1357-3322
Container-title:Sport, Education and Society
language:en
Short-container-title:Sport, Education and Society

Author:

Norman Moss E.¹^ORCID,Cheng Kelvin²,Lu Chunlei³,Petherick LeAnne⁴^ORCID

Affiliation:

1. School of Kinesiology, Faculty of Education, University of British Columbia, Vancouver, Canada

2. Physical Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada

3. Educational Studies, Faculty of Education, Brock University, St. Catharines, Canada

4. Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Vancouver, Canada

Funder

Kinesiology Equipment and Research Accelerator Fund

(KERAF)

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13573322.2024.2355251

Reference42 articles.

1. Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being

2. Andreotti, V. (2011). Actionable postcolonial theory in education. Palgrave Macmillan.

3. McKinesiology

4. “Teaching to Transgress”: Race and a Pedagogy of Empowerment in Kinesiology

5. Kinesiology, Physical Activity, Physical Education, and Sports through an Equity/Equality, Diversity, and Inclusion (EDI) Lens: A Scoping Review

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