Göran Gerdin is an Associate Professor in the Department of Sport Science at Linnaeus University, Sweden and Professor II in Section for Sports and Physical Education at the University of Inland Norway, Norway.

• 1 Introduction2 Inclusion, Equity, Social Justice and Paolo Freire’s Critical and Dialogical Pedagogy 3 Student Representations and Interpretations of Inclusion, Equity and Social Justice in PE 4 Care and Relationships – ‘Someone Who You can Come and Talk To’ 5 Student Involvement – ‘We Know What We Are Learning and Why’ 6 The Use of Modified and Non‑Traditional Activities and Spaces – ‘Level the Playing Field’ 7 Learning About and Acting on Social Inequities – ‘Make Us Question Some of the Things We See’ 8 Conclusions: What Can We Learn from Students’ and Freirean Perspectives on Social Justice Pedagogies in PE and Where to from Here?

Göran Gerdin is an Associate Professor in the Department of Sport Science at Linnaeus University, Sweden and Professor II in Section for Sports and Physical Education at the University of Inland Norway, Norway.

• 1 Introduction2 Inclusion, Equity, Social Justice and Paolo Freire’s Critical and Dialogical Pedagogy 3 Student Representations and Interpretations of Inclusion, Equity and Social Justice in PE 4 Care and Relationships – ‘Someone Who You can Come and Talk To’ 5 Student Involvement – ‘We Know What We Are Learning and Why’ 6 The Use of Modified and Non‑Traditional Activities and Spaces – ‘Level the Playing Field’ 7 Learning About and Acting on Social Inequities – ‘Make Us Question Some of the Things We See’ 8 Conclusions: What Can We Learn from Students’ and Freirean Perspectives on Social Justice Pedagogies in PE and Where to from Here?

Göran Gerdin is an Associate Professor in the Department of Sport Science at Linnaeus University, Sweden and Professor II in Section for Sports and Physical Education at the University of Inland Norway, Norway.

• 1 Introduction2 Inclusion, Equity, Social Justice and Paolo Freire’s Critical and Dialogical Pedagogy 3 Student Representations and Interpretations of Inclusion, Equity and Social Justice in PE 4 Care and Relationships – ‘Someone Who You can Come and Talk To’ 5 Student Involvement – ‘We Know What We Are Learning and Why’ 6 The Use of Modified and Non‑Traditional Activities and Spaces – ‘Level the Playing Field’ 7 Learning About and Acting on Social Inequities – ‘Make Us Question Some of the Things We See’ 8 Conclusions: What Can We Learn from Students’ and Freirean Perspectives on Social Justice Pedagogies in PE and Where to from Here?