Education for social change? A Freirean critique of sport for development and peace

Spaaij, Ramón; Jeanes, Ruth

doi:10.1080/17408989.2012.690378

Cited by 116 publications

(135 citation statements)

References 34 publications

(48 reference statements)

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“…While I have found it to be suitable in exploring a variety of aspects that serve to shape learning in the surfing programs, it remains to be seen whether this could be used more strategically and practically to achieve the kinds of transformative educational processes advocated by others (e.g. Spaaij & Jeanes, 2012). Having said that, I…”

Section: Resultsmentioning

confidence: 99%

“…The specific call in this Special Issue presents an opportunity to contribute to the discussion regarding the evidence base related to education. This is of significance because as Spaaij and Jeanes (2012) note, despite the educative focus of the sport-for-development movement, there has been relatively limited analysis. This paper considers the pedagogical properties and subsequent impact of sport-fordevelopment programs across a variety of sites in Australia.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach

Rynne

2016

Sport, Education and Society

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This paper considers the pedagogical properties and subsequent impact of sport-fordevelopment programs across a variety of sites in Australia. Moreover, this research adopts a socio-personal account of learning in an attempt to examine the contributions of the social and physical worlds related to surfing programs as well as the individuals' role in construing and constructing meaning through participation in these worlds. The major learning stories that emerged from this research were in relation to connections with and learning from the ocean, program providers, Indigenous peers and Indigenous community members. More specifically, learning reportedly related to spiritual (re)connection with land and ocean, the (re)development of Indigenous and surf-specific cultural knowledge, and the (re)establishment of familial and community bonds. While these stories are significant in their own right, the learning affordances present in these programs are worthy of further attention. Indeed, the contributions of the physical and social environments at each site had important implications for the overall pedagogical properties of the programs. For example, the physical conditions of the surf as well as the features of the coastal landscapes served to shape the activities and interactions of individuals within the programs. In a similar fashion, the contributions of program leaders impacted directly on the nature and direction of learning through the organisation and support of the social environment as did the personal agency of the individual learners. Through a socio-personal approach it is possible to consider the contributions of the social and physical world, how individuals engage, construe, construct and reconcile their experiences and the relations between all of these components when learning in sport-for-development settings.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach

Rynne

2016

Sport, Education and Society

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“…It helps us identify key questions that need to be addressed if more inclusive and transformative sporting practices are to be created (Macdonald, 2002;Spaaij, Magee, & Jeanes, 2014). Elsewhere we have shown how Freire's work is significant for the SDP sector and use it to reveal the limitations of dominant pedagogies in the SDP field (Spaaij & Jeanes, 2013). This article builds on this work by exploring critical pedagogy with a particular focus on transformative action.…”

Section: Introductionmentioning

confidence: 99%

“…Recent research considers critical pedagogy of Paulo Freire and his contemporaries as an important framework for SDP (Jeanes & Spaaij, in press;Spaaij & Jeanes, 2013). Freirean pedagogy is 'vitally important for contemporary educators to revisit, to build upon, and to reinvent in the contextual specificity of today's sociopolitical context' (McLaren, 1999, p. 54).…”

Section: Introductionmentioning

confidence: 99%

Transforming communities through sport? critical pedagogy and sport for development

Spaaij

Oxford

Jeanes

2016

Sport, Education and Society

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The value of sport as a vehicle for social development and progressive social change has been much debated, yet what tends to get missed in this debate is the way education may foster, enable or impede the transformative action that underpins the social outcomes to which the 'sport for development and peace' (SDP) sector aspires. This article draws on the critical pedagogy of Paulo Freire and his contemporaries to examine the nature of transformative action and how it may be fostered within SDP programs. Insights from critical pedagogy are applied to, and illustrated through, qualitative research undertaken with SDP programs located in Cameroon and Kenya. The findings show the complexities of designing and implementing critical pedagogy in a SDP context and, in particular, the challenges of creating and mobilizing for transformative action. Opportunities and lessons for embedding critical pedagogy within SDP programs are also presented.

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“…Although the research that has examined education within SfD prior to this special issue is not extensive, what does exist highlights the tendency of SfD to utilize didactical, authoritarian approaches to education, drawing on curricula and knowledge from the Global North (Giulianotti, 2011). Spaaij and Jeanes' work has highlighted the potential value of Freirian inspired critical pedagogy in repositioning the role of education in SfD and as a framework for prioritizing local knowledge and establishing collective action (Jeanes & Spaaij, 2016;Spaaij & Jeanes, 2013). The papers in this issue suggest an increasing engagement by SfD researchers with the concept of critical pedagogy and the ideas of Freire and this emerges as a prominent theme in several of the papers, where there is strong advocacy for pedagogy with a critical edge.…”

Section: Why This Special Issue?mentioning

confidence: 99%

Education, pedagogy and sport for development: addressing seldom asked questions

Rossi

Jeanes

2016

Sport, Education and Society

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Education for social change? A Freirean critique of sport for development and peace

Cited by 116 publications

References 34 publications

Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach

Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach

Transforming communities through sport? critical pedagogy and sport for development

Education, pedagogy and sport for development: addressing seldom asked questions

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