Swiss youths, migration and integrative sport:A critical-constructive reading of popular discourse

Barker, Dean; Barker-Ruchti, Natalie; Gerber, Markus; Gerlach, Erin; Sattler, Simone; Bergman, Manfred Max; Pühse, Uwe

doi:10.1080/16138171.2013.11687916

Cited by 12 publications

(16 citation statements)

References 5 publications

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“…Para Lleixà (2002) lo antes mencionado ocurre porque los inmigrantes poseen una realidad corporal singular, con formas de expresión e interacción particulares. Los resultados muestran también que algunos grupos desarrollan esporádicamente prácticas etnocentristas (Flecha & Puigvert, 2002), acercándose a lo expresado por Barker et al (2013), quien cuestiona la capacidad intrínseca del deporte para la socialización intercultural, dado que en ocasiones predominan relaciones hegemónicas y culturalistas en perjuicio de las minorías; Ello podría verse acentuado en contextos competitivos, ya que como expresa, Allen et al (2010), pueden generarse conflictos a causa de los mecanismos excluyentes y elitistas del deporte, lo que a la postre pueden traducirse en prácticas discriminatorias y distribución desigual del capital social entre inmigrantes y autóctonos (Sapaaij, 2012). Sin embargo, el PIDEMSG puede verse alejado de éste último punto, ya que no posee una lógica competitiva .…”

Section: Discussionunclassified

“…Para Barker et al (2013) es precipitado asumir al deporte como favorable para la interculturalidad, ya que puede ser utilizado con fines hegemónicos, condicionando negativamente las interrelaciones y la distribución de capital social (Sapaaij, 2012). Contreras (2002) afirma que la corporalidad de cada cultura obedece a espacios sociales específicos y será difícil desarrollar sus potencialidades fuera de ellos, mientras que Pfister (2004) considera trascendente tomar en cuenta los ideales corporales y valores culturales que cada grupo inmigrante entrega a este tipo de actividades, a fin de no producir rupturas con costumbres profundamente arraigadas.…”

Section: Inmigración Deporte E Integraciónunclassified

“…Favorece además la adquisición de nuevo capital social (Maza, 2004), facilitando los procesos de integración y el desarrollo de redes igualitarias (Pfister, 2004). Todo ello es posible porque tras esa aparente simple estructura de la actividad física, existe una enorme complejidad sociocultural que se sustenta en el lenguaje y simbolismo de la motricidad humana (Díaz, 2009).Para Barker et al (2013) es precipitado asumir al deporte como favorable para la interculturalidad, ya que puede ser utilizado con fines hegemónicos, condicionando negativamente las interrelaciones y la distribución de capital social (Sapaaij, 2012). Contreras (2002) afirma que la corporalidad de cada cultura obedece a espacios sociales específicos y será difícil desarrollar sus potencialidades fuera de ellos, mientras que Pfister (2004) considera trascendente tomar en cuenta los ideales corporales y valores culturales que cada grupo inmigrante entrega a este tipo de actividades, a fin de no producir rupturas con costumbres profundamente arraigadas.…”

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La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

Carter-Thuillier

López-Pastor

Gallardo-Fuentes

2017

QRE

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The aim of this study is to analyze the integration of immigrant students who participate in the School Sports Program from Segovia, Spain (PIDEMSG). A multiple case study, focused from an ethnographical perspective has been developed, with 11 groups of school sport (118 children in total) in three different categories (7-8, 9-10 and 11-12 years) with a specific focus on 68 immigrant students. Individual and group interviews were conducted, as well as 6 months of observation through the "observer as participant" method. In order to analyze the results, a content analysis has been developed, applying an analytical categories system. The results show that PIDEMSG favors the integration and social inclusion of immigrant students, as well as intercultural communication and the development of educational values, due to their pedagogical approach. The relationship between immigrant students sometimes appears to have a framework of common codes and the recognition of a shared identity, even though they do not all have the same nationality. The experience of the monitors in groups with cultural diversity seems to be a fundamental factor in the achievement of better levels of integration and inclusion of immigrant students. Keywords: immigrant students, school sports, intercultural education, social integrationQualitative Research in Education Vol.6 No.1 February 2017 pp. 22-55 ResumenEl objetivo de este estudio es analizar la integración del alumnado inmigrante que participa del Programa Integral de Deporte Escolar del Municipio de Segovia, España (PIDEMSG). Para ello se ha llevado a cabo un estudio multicasos, enfocado desde una perspectiva etnográfica, con 11 grupos de deporte escolar (118 niños en total) en tres diferentes categorías (7-8, 9-10 y 11-12 años) con un foco específico en 68 estudiantes inmigrantes. Se realizaron entrevistas en profundidad individuales y grupales, además de observación bajo la figura "observador como participante" durante seis meses. El análisis de contenido se ha desarrollado utilizando un sistema de categorías analíticas. Los resultados muestran que el PIDEMSG favorece la integración e inclusión social del alumnado inmigrante, así como la comunicación intercultural y el desarrollo de valores educativos, por su enfoque pedagógico. La relación entre el alumnado inmigrante parece tener en algunas ocasiones un marco de códigos comunes y el reconocimiento de una identidad compartida, a pesar de no poseer todos la misma nacionalidad. La experiencia de los monitores en grupos con diversidad cultural parece ser un factor fundamental en el logro de mejores niveles de integración e inclusión del alumnado inmigrante.Palabras clave: alumnado inmigrante, deporte escolar, educación intercultural, integración social 24 Carter-Thuillier et al. -Integración de los Estudiantes Inmigrantesa inmigración es una de las principales manifestaciones de pluralidad cultural presente en el sistema educativo, siendo una muestra de diversidad que atraviesa toda la realidad social (García & Sánchez, 2012...

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Section: Discussionunclassified

Section: Inmigración Deporte E Integraciónunclassified

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La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

Carter-Thuillier

López-Pastor

Gallardo-Fuentes

2017

QRE

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“…Therefore, to express that sport is a positive tool for the development of interculturality would be a hurried act, since it can also be used for hegemonic purposes, using the privileged social position of sport to transmit and impose the dominant culture, disfavoring and acculturating minority immigrant groups [28]; which has demonstrated to negatively condition interpersonal relationships and the distribution of social capital among the immigrant and non-immigrant population [21]. It is also transcendent to consider that the adoption of foreign cultural ideals about the body and movement by immigrants could produce a rupture with some deeply rooted cultural elements and values [27].…”

Section: Can Sport Help In the Social Inclusion Of The Immigrant Popumentioning

confidence: 99%

“…However, it precipitates to consider sport as an intrinsically positive tool for environments where there is an immigrant population, since as mentioned earlier, evidence also indicates that sports activities can produce or deepen cultural conflicts due to the exacerbation of the competitive sense, elitism, rivalries, and gender stereotypes linked to physical activity [21,[27][28][29].…”

Section: Can Sport Help In the Social Inclusion Of The Immigrant Popumentioning

confidence: 99%

Immigration and Social Inclusion: Possibilities from School and Sports

Carter-Thuillier¹,

López-Pastor²,

Gallardo-Fuentes³

et al. 2018

Immigration and Development

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Immigration is a manifestation of cultural pluralism that crosses a transversal form, an important part of the western societies, generating consequences in political, social and cultural terms. Likewise, the evidence shows that the educational system attached to sport can be a positive context to promote inclusive processes associated to the immigrant population, due to its high social transcendence and its universal character. On the other hand, sports may act as a tool for social and cultural conflict if they focus on the imposition of a dominant culture or exacerbates the competitive sense. The present chapter has by objective to analyze the possibilities of sports as a tool for the social inclusion of the immigrant population, giving special emphasis to the educational options that were offered by the sport practice in the school context. To do this, it presents an important number of theoretical and empirical backgrounds associated with this topic, which will allow the reader to understand the existing relationship between sport, education and immigration, exposing their possible risks and virtues.

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‘The teacher makes us feel like we are a family’: students from refugee backgrounds’ perceptions of physical education in Swedish schools

Cseplö

Wagnsson

Luguetti

et al. 2021

Physical Education and Sport Pedagogy

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Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students' perceptions of Physical Education (PE).Purpose: The aim of this study was to investigate refugee-background students' perceptions of PE in Swedish high schools, using a salutogenic approach.Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16-18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania.Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools.Findings: Three themes were identified that captured the students' perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable.Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.

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Swiss youths, migration and integrative sport:A critical-constructive reading of popular discourse

Cited by 12 publications

References 5 publications

La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

Immigration and Social Inclusion: Possibilities from School and Sports

‘The teacher makes us feel like we are a family’: students from refugee backgrounds’ perceptions of physical education in Swedish schools

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