Reconstructing Physical Education in Indonesia: a critical sociological approach to structural inequality and inclusivity
DOI:
https://doi.org/10.47197/retos.v71.117131Keywords:
Inclusive Education, Physical Education, Structural Inequality, Teacher Training, DisabilityAbstract
Introduction: Physical education (PE) in Indonesia is increasingly recognized as a platform for holistic student development, yet systemic inequalities continue to restrict access and inclusion, particularly for students with disabilities and those in underserved areas.
Objective: This study aims to reconstruct the discourse and structure of PE in Indonesia by adopting a critical sociological approach focused on structural inequality and inclusive practice.
Methodology: A systematic literature review was conducted following PRISMA guidelines across five major academic databases (Scopus, Web of Science, SAGE, Taylor & Francis, and Google Scholar). The review targeted English-language peer-reviewed articles from 2015 to 2025. Inclusion criteria emphasized studies engaging with sociological frameworks and inclusive physical education within the Indonesian context. A total of 8 studies were analyzed using thematic synthesis.
Discussion: Findings highlight key barriers including insufficient teacher training, inconsistent policy application, and infrastructural deficits. Positive developments were noted in adaptive pedagogies such as movement games and localized professional development. These reflect emerging inclusive practices but require structural reinforcement.
Conclusion: The review advocates for systemic reforms in PE, calling for policy alignment, critical pedagogy, and sustained investment in inclusive teacher training. A sociological reorientation of PE can transform it into a space of equity, empowerment, and full student participation.
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