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The purpose of this article is to present a case study example of a graduate student-designed, introductory series of discussions integrated within graduate Kinesiology student training, with the broad goal of building an academic environment that acknowledges bias and supports anti-oppressive conversation. Previous research on social justice training in PE and Kinesiology is briefly summarized and examples of social justice behaviors consistent with the Transtheoretical Model are discussed.

Beyond the Checkbox: Practical Social Justice Strategies in Kinesiology and Physical Education