Decolonising the South African sport science curriculum

Cleophas, Francois Johannes

doi:10.1080/17430437.2020.1752674

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…We call for new ways of looking at sport where the human body is at the centre of practice. Such practices must not be reliant on expensive scientific gadgets that the capitalist system offers the world of sport to measure bodies that spew out results and that portray black bodies as different to white bodies; male bodies as different to female bodies; middle class bodies as different to working class bodies and so forth (Cleophas 2020). We also suggest that governments should commit to increasing funding for the development of parks and open spaces where sport communities can engage with nature in uncompetitive ways.…”

Section: Parting Thoughtsmentioning

confidence: 97%

Alternation Book Series #5: From High-Risk Sports ti Sports as High Risk

Esau¹

2020

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Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa. AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

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Section: Parting Thoughtsmentioning

confidence: 97%

Alternation Book Series #5: From High-Risk Sports ti Sports as High Risk

Esau¹

2020

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“…There is a close relationship between human health (particularly mental health) and well-being, and studies show that the COVID-19 pandemic has impacted adversely on mental health and well-being, including that of university students [6,7]. High levels of depression have been experienced by students because of difficulties with focusing on academic work [6], and a lack of physical exercise during lockdown periods also impacts negatively on well-being [8]. The pandemic has also adversely affected women because it has increased the care burden of women [9], and jobs dominated by women such as in the medical profession and education (particularly early childhood development) placed women in vulnerable positions [10].…”

Section: Introductionmentioning

confidence: 99%

Engendering a Sense of Belonging to Support Student Well-Being during COVID-19: A Focus on Sustainable Development Goals 3 and 4

et al. 2021

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The COVID-19 pandemic has exposed a plethora of inequalities in South Africa. These inequalities have had a direct impact on the 2030 Agenda for Sustainable Development Goals (SDGs). SDG 3 (good health and well-being) and SDG 4 (quality education) were the focus of this article. This article investigated how students enrolled at a South African residential university perceived the impact of the COVID-19 pandemic on their well-being, their success in completing their studies and their future career prospects. A quantitative survey research design was followed. Data were collected by means of a questionnaire from 537 students in a South African university. Statistical Package for Social Sciences software version 27 was used to analyze the data. The results indicated direct influences on student well-being from concerns that arose from COVID-19 about future job concerns, degree completion, social support and belonging. The relationship between concerns about degree completion was moderated by a sense of belonging (social identification) but not by social support. The study has significant implications for how higher education institution governors and academics might consider reconceptualizing notions of student support, beyond the narrow, technical and basic curriculum support for degree completion, towards the affective and social as it relates to creating conditions for students to identify with and experience a profound sense of belonging.

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“…This included disciplines such as economics and business studies, teaching (America & Le Grange 2019), sports science(Cleophas 2020), biomedical research (Van Niekerk 2019) and accounting(Terblanche & Waghid 2020). Learnercentred education featured (Le Grange 2019a), with a focus on the self(Perold-Bull & Costandius 2019) and vulnerability in reconciliation(Grohmann 2020).…”

mentioning

confidence: 99%

Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice

Dullaart,

Coetsee,

Farmer

et al. 2023

Transformation in Higher Education

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Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary Community of Practice. Our conversations grappled with the lack of curricular transformation at Stellenbosch University, despite its aspirational transformation plan. We argue that difficult interdisciplinary conversations are key to interrupting our teaching practices and are crucial in the decolonising process. These conversations must be ongoing and enduring, because through sharing our stories we support agents of curriculum transformation in our different contexts. Our conceptual conversations explored various theories about decoloniality, and here we employ ubuntu pedagogy, as well as the concepts of redistribution, recognition and representation from social justice theory. We harness the collaborative energy of an interdisciplinary Community of Practice, with its associated storytelling, reading, writing and reflecting to harness the diversity of personal and disciplinary perspectives. We include some reflective vignettes to illustrate our process.Contribution: The relevance of this study, beyond our contexts, arises from a gap in the decolonising process, from its theory to its practice. We argue that even a good institutional transformation plan will not guarantee the decoloniality of curricula. More is needed. Systemic change is needed, and difficult interdisciplinary conversations are part of this process. There must be recognition and representation of marginalised voices and specific context-related redistribution of curricula, so that transformation plans and theories can take effect.

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Decolonising the South African sport science curriculum

Cited by 4 publications

References 20 publications

Alternation Book Series #5: From High-Risk Sports ti Sports as High Risk

Alternation Book Series #5: From High-Risk Sports ti Sports as High Risk

Engendering a Sense of Belonging to Support Student Well-Being during COVID-19: A Focus on Sustainable Development Goals 3 and 4

Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice

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