Social inclusion through football fandom: opportunities for learning-disabled people

Southby, K

doi:10.1080/17430437.2013.790899

Cited by 17 publications

(14 citation statements)

References 53 publications

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“…To be most beneficial, leisure–befriending relationships involving adults with learning disabilities need to develop from casual to more serious leisure activities (i.e., Patterson & Pegg, ; Southby, ) and from “professional” to”friendship”‐orientated relationships (i.e., Fillary & Pernice, ). This could help achieve a better balance between access to both serious and casual leisure that, according to the “serious leisure perspective” (Stebbins, ), is needed for a good personal and social life.…”

Section: Discussionmentioning

confidence: 99%

“…Support to overcome barriers, seek out information, organise activities and facilitate inclusion is therefore often necessary (Duggan & Linehan, ; Mayer & Anderson, ; Stancliffe et al, ; Taliaferro & Hammond, ; Wilson et al, ). Southby (), for example, describes the extent to which football fans with a learning disability relied on the support of family, friends and football coaches to facilitate their serious leisure experiences.…”

Section: Introductionmentioning

confidence: 99%

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An exploration and proposed taxonomy of leisure–befriending for adults with learning disabilities

Southby

2019

Brit J Learn Disabil

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This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. Accessible summary• Taking part in leisure activities is beneficial, yet many adults with learning disabilities are unable to participate in their preferred activities because of cost, because not having anyone to go with or because they do not feel welcome.• Befriending is where someone volunteers to act as a friend. Befriending may be a way for adults with learning disabilities to participate in leisure activities with someone who is not a paid carer or family.• The author spent time with four people with learning disabilities and their befrienders to find out what things they do together and what they both get from it.Friends and family members were also interviewed.• Participants enjoyed the time they spent together. However, they often did the same activities they would do with paid carers or family and the relationship was sometimes quite professional.• Befriending could be a way for adults with learning disabilities to have new, beneficial experiences, but we need to know more about how relationships work. AbstractBackground: Leisure time for adults with learning disabilities is often diversionary and spent doing passive, solitary or family-orientated activities. Befriending, as a hybrid "natural" support, may help adults with learning disabilities overcome the barriers to participation in nonsegregated leisure. Materials and methods:Four case studies of pairs of "befrienders" and "befriendees" were recruited purposively. Participant observation was carried out with each case, followed by semi-structured interviews with participants and relevant stakeholders.Data were analysed using thematic analysis. Results:Befriending activities were mostly limited to enjoyable yet "casual" leisure activities that adults with learning disabilities might already participate in with family and paid service providers. Negotiating the befriender role between friend and professional was an ongoing challenge. Conclusions: Outcomes of leisure-befriending relationships for adults with learning disabilities are linked to both the nature of relationships and the types of activities undertaken. There are four proposed ideal types of leisure-befriending relationship, How to cite this article: Southby K. An exploration and proposed taxonomy of leisure-befriending for adults with learning disabilities. Br J Learn Disabil. 2019;47:223-232.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An exploration and proposed taxonomy of leisure–befriending for adults with learning disabilities

Southby

2019

Brit J Learn Disabil

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“…A far-fl ung credence postulates that football can be an accelerator of social inclusion (Tacon, 2007). Southby (2013), though, draws attention about the fact that what the football environment understands under 'social inclusion' does not necessarily match the government's policy-making view of it. Kiernan and Porter (2014) mention that governments look at social inclusion policies as political instruments to help achieve their promises.…”

Section: Introductionmentioning

confidence: 99%

Social Inclusion around Newly Promoted Football Clubs

Roşca¹

2020

RCIS

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The research investigates the role of demography in fostering social inclusion around newly promoted football clubs. After addressing the role of being a 'fan', the literature review explains the sports-specifi c promotion/relegation system and how this can infl uence the coming together of fans in bonding ties with their local communities. Although the Null Hypothesis is invalidated, showing that a certain connection might exist between the variables, the regression results indicate that demographics alone are not suffi cient in order to explain if and how promoted clubs can support social inclusion. The Discussions expand on factors that have to be taken into consideration alongside demographics if social inclusion via football clubs is a matter of interest.

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“…Written from a 'reflexive practitioner perspective' (Sense, 2006: 2), this article explores the experience of conducting participatory research as a research-degree student. I examine my own experience as a doctoral student setting off to conduct a piece of participatory research to explore the potential for Association Football (football) fandom to be a route for social inclusion for people with a learning disability in the UK (Southby, 2013). As one of the most historically excluded and stigmatized groups in social research and society more generally, working with people with a learning disability brings into focus both the attraction of participatory research and the difficulties of delivering a project for research students.…”

Section: Introductionmentioning

confidence: 99%

Reflecting on (the challenge of) conducting participatory research as a research-degree student

Southby¹

2017

Research for All

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Participatory research appeals to notions of community empowerment and of generating more valid data grounded in the lived experiences of communities. For research-degree students, however, implementing such an approach can complicate an already challenging endeavour. Participatory research may juxtapose the institutional mechanisms surrounding a research degree and provide practical barriers to research-degree students. Reflecting on my own experience attempting to conduct a piece of participatory research for my doctoral research, this article concludes that participation should be viewed as an expansive concept and that any meaningful attempt to progress along a continuum of participation should be recognized and encouraged.

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Social inclusion through football fandom: opportunities for learning-disabled people

Cited by 17 publications

References 53 publications

An exploration and proposed taxonomy of leisure–befriending for adults with learning disabilities

An exploration and proposed taxonomy of leisure–befriending for adults with learning disabilities

Social Inclusion around Newly Promoted Football Clubs

Reflecting on (the challenge of) conducting participatory research as a research-degree student

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