Education shapes knowledge, values, and identities; historically it has served to transmit cultural heritage (Mubita et al., 2022). Ethno‑nationalism—an ideology that centers ethnicity in the idea of nationhood—can infiltrate schooling and reconfigure curricula, resource distribution, and identity formation (Le Bossé, 2021; Oppong, 2019).

This paper examines how ethno‑nationalist influences operate within educational systems and argues that physical education (PE), reconceived as a humanizing, intercultural practice, can mitigate exclusionary effects and foster inclusive identity formation.

A qualitative interpretive synthesis of the authors’ manuscript and the provided literature was conducted. Methods included documentary analysis, philosophical/ethical inquiry, and applied pedagogical mapping to PE practice (Garrido et al., 2020; Osler & Pandur, 2019).

Ethno‑nationalism shapes resource allocation, admission policies, segregation, and curriculum content, producing distorted historical narratives and exclusion of minority voices (Ogendi, 2022; Arneil, 2021). PE offers embodied opportunities for intercultural contact, cooperative practice, and ethical reflection that can counteract these tendencies (Garrido et al., 2020; Council of Europe, 2019).

Reframing PE as an intentional site for intercultural education and ethical formation provides practical pathways to resist ethno‑nationalist exclusion. Recommendations include inclusive curriculum design, teacher development, equitable resource allocation, and program evaluation.