Decolonising PE Using a GBA

Michael J. Davies, Shane Pill, John R. Evans

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


If colonised education systems intend to ‘close the gap’, it requires the ‘coming together’ of Aboriginal and Western knowledge systems. Intersections of pedagogy and epistemologies call out for physical education (PE) educators to move away from Eurocentric PE that fails to acknowledge Indigenous perspectives and bridge this knowledge gap. A Game Sense Approach (GSA) invites students into a narrative with a game through inquiry-based learning, while Yunkaporta's 8 Ways demonstrates why narrative is critical to Aboriginal epistemology. Central to the GSA is reflection and purposeful social interaction through play, and the process of inquiry to make learning visible. Meanwhile story as pedagogy is fundamental to Aboriginal processes of learning. Place-based learning links content to local land and nature, with local land referred to by Aboriginal Australians as ‘Country’. Country is more than people and place, ‘all entities that make up Country are alive with spirit; they are all sentient.
Original languageEnglish
Title of host publicationTeaching games and sport for understanding
EditorsShane Pill, Ellen-Alyssa F. Gambles, Linda L. Griffin
Place of PublicationNew York
PublisherRoutledge, Taylor & Francis
Number of pages10
ISBN (Electronic)978-1-003-29829-8
ISBN (Print)978-1-032-28735-5, 978-1-032-28729-4
Publication statusPublished - 2023


  • Physical education (PE)
  • Aboriginal knowledge systems
  • Western knowledge systems
  • Indigenous Australians
  • Country


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