Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Stefano Scarpa, Elena Zambianchi, Francesca Toma
Publishing Year 2026 Issue 2026/1
Language Italian Pages 15 P. 298-312 File size 0 KB
DOI 10.3280/ess1-2026oa22576
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This paper offers a theoretical reflection on the decolonisation of teaching practices in physical education, bringing together decolonial and intersectional perspectives. By questioning the presumed neutrality of embodied knowledge, the body is understood as a situated entity shaped by cultural, social and power relations that influence educational experiences and students’ participation.
The analysis focuses on assessment practices and educational relationships as key contexts in which inclusion and exclusion are produced and where implicit criteria of competence are constructed. From this perspective, assessment is not merely a tool for measuring outcomes, but a process that shapes recognition and contributes to the formation of hierarchies among students.
Drawing on enactive approaches, the paper highlights the embodied and relational nature of learning, emphasising the role of the body in meaning-making processes. It thus points to the need to rethink physical education teaching towards more inclusive and reflective practices, capable of recognising diversity and valuing different forms of participations.
Keywords: decolonisation;physical education and sports;intersectionality;assessment;enactivism;inclusive care
Stefano Scarpa, Elena Zambianchi, Francesca Toma, ll corpo come dispositivo epistemico: prospettive decoloniali, intersezionali ed enattive nella didattica delle scienze delle attività motorie e sportive in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 298-312, DOI: 10.3280/ess1-2026oa22576