Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students

Grimminger-Seidensticker, Elke; Möhwald, Aiko

doi:10.1080/17408989.2016.1225030

Cited by 28 publications

(19 citation statements)

References 18 publications

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“…Consequently, 'teachers are still struggling to find ways to implement culturally responsive pedagogy into their physical education classes to meet the needs of diverse learners' (Columna, Foley, & Lytle, 2010, p. 309). Thus, some scholars advocate the need for physical education teacher education (PETE) students to develop their intercultural sensitivity in their preparation for future encounters with pupils from different cultures (Anttila, Siljamäki, & Rowe, 2018;Burden, Hodge, O'Bryant, & Harrison, 2004;Grimminger, 2008Grimminger, , 2011Grimminger-Seidensticker & Möhwald, 2017).…”

Section: Zooming In On Pementioning

confidence: 99%

Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where 'the bus for inclusion' stops every morning. The research question concerns how 'the political action' of the bussing project is 'acted upon' in the subject of PE. The purpose is to explore what becomes of this particular PE practice, in terms of rationalities encompassing a PE teacher's pedagogical actions and the pupils' ways of acting on them. The data, gathered through extensive fieldwork, including lesson observations and interviews, is analysed from a governmentality perspective [Foucault, 1978/1994. Governmentality. In Power (pp. 201-222). New York: The New Press]. The findings highlight three underlying rationalities in regards to integration, aiming at promoting intercultural encounters, collaboration and mutual respect. These rationalities, manifested through the PE teacher's pedagogical actions, offer guidance for the pupil seen as 'a subject seeking to construct himself or herself' [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641, 636-637]. In case of compliance, the notion of 'us and them' is countered and a shared experience of belonging is achieved through teamwork and self-regulation. In case of resistance, segregation is maintained in the school community as well as in society as a whole. This study does not contribute any incontestable evidence of social inclusion through PE [cf. Bailey, 2005. Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90; Dagkas, 2018. Is social inclusion through PE, sport and PA still a rhetoric? Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 70(1), 67-74]. However, the findings indicate that 'action upon action' in a culturally heterogeneous PE practice makes a difference insofar as integration is understood as a process of subjectivation [Wieviorka 2014. A critique of integration. Identities, 21(6), 633-641]. Depending on the direction of the PE teacher's guidance, the process might tend towards either cultural assimilation or pluralistic integration [Grimminger, 2008. Promoting intercultural competence in the continuing education of physical education teachers. Sport-Integration-Europe, 310-320].

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Section: Zooming In On Pementioning

confidence: 99%

Promoting integration through physical education (?)

Tolgfors

2019

Sport, Education and Society

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“…For such experiential or even transformative learning to take place, a disorienting dilemma (Senyshyn 2018), contradiction (Baraldi 2012), or out-of-comfort-zone experiences (Hyett et al 2019) are often necessary, while Martin and Griffiths (2014) stress the value of dialogue and critical reflection on those same experiences. The teachers' role (Piipponen and Karlsson 2019) and tension/discomfort balance (Grimminger-Seidensticker and Möhwald 2017;Mitchell and Paras 2018) are also reported as essential for successful intercultural learning.…”

Section: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

Intercultural Education for the Twenty-First Century: A Comparative Review of Research

Rapanta

Trovão

2021

Dialogue for Intercultural Understanding

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Based on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

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“…They are less frequent and combine both quantitative and qualitative techniques. For example, Grimminger-Seidensticker & Möhwald (2016) propose the evaluation of a programme of Physical Education based on intercultural education from an intervention with pre and post questionnaires, video analysis and interviews with participants. Müller et al (2008) propose another significant case in the combination of methods and types of actors involved in data collection by regarding the celebration of the AWC (Amsterdam World Cup) multicultural sports event.…”

Section: Applied Methodologies With Sports As Field Of Research: a Brmentioning

confidence: 99%

“…This literature comes from the main immigrant receiving countries, such as the United States, United Kingdom, Germany, France and the Netherlands, and in the last few decades, recent contexts of immigration reception such as Italy or Spain (Stodolska & Alexandris, 2004;Henry, 2007;Grimminger-Seidensticker & Möhwald, 2016;Weiss, 2013;Gasparini, 2008;Müller, Van Zoonen & De Roode, 2008;Granata, 2013;Balibrea Melero & Santos Ortega;. These studies have focused on understanding how sports, conceived as a research field, might contribute to the knowledge of everyday life experiences, and how sports experiences help to better understand social and cultural adaptation to the receiving country.…”

Section: Applied Methodologies With Sports As Field Of Research: a Brmentioning

confidence: 99%

El estudio de iniciativas deportivas locales para jóvenes migrantes desde una perspectiva política: retos metodológicos y prácticos

García-Arjona

2017

MIG

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Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students

Cited by 28 publications

References 18 publications

Promoting integration through physical education (?)

Promoting integration through physical education (?)

Intercultural Education for the Twenty-First Century: A Comparative Review of Research

El estudio de iniciativas deportivas locales para jóvenes migrantes desde una perspectiva política: retos metodológicos y prácticos

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