Social Change through an Urban Sport for Development Initiative? Investigating Critical Pedagogy through the Voices of Young People

Autor/inn/en	Nols, Zeno; Haudenhuyse, Reinhard; Spaaij, Ramon; Theeboom, Marc
Titel	Social Change through an Urban Sport for Development Initiative? Investigating Critical Pedagogy through the Voices of Young People
Quelle	In: Sport, Education and Society, 24 (2019) 7, S.727-741 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nols, Zeno) ORCID (Haudenhuyse, Reinhard) ORCID (Spaaij, Ramon) ORCID (Theeboom, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2018.1459536
Schlagwörter	Foreign Countries; Critical Theory; Athletics; Urban Programs; Youth Programs; Educational Practices; Team Sports; Adolescents; Young Adults; Physical Education; Youth Clubs; Belgium + Suchen Sie Ihr Suchwort? Ausland; Kritische Theorie; Leichtathletik; Jugendsofortprogramm; Bildungspraxis; Mannschaftssport; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Körpererziehung; Sportunterricht; Jugendfreizeitstätte; Belgien
Abstract	This article explores the pedagogy of an urban Sport for Development (SfD) initiative in Belgium through the voices of young people. We draw on the critical pedagogy of Paulo Freire, and use qualitative research methods (i.e. observations, informal conversations, in-depth interviews and sharing circles) over a three-year period, to analyse the initiative's actual pedagogical practice with key Freirean concepts (i.e. 'banking education', 'dialogue' and 'dialogical action') and virtues (e.g. respect for people's knowledge, rejection of discrimination, caring for people). The findings reveal the presence of several Freirean virtues, emerging dialogue and, for some, action thought. Still, the SfD initiative remains at considerable distance from fully-fledged critical pedagogy. The young people in the SfD initiative nonetheless experience it as a space where they can be themselves, feel at home, gain respect, can learn to reflect and form opinions, and are temporarily freed from daily struggles such as discrimination. We discuss several pathways that could foster the capacity to organise and deliver a programme beyond emerging dialogue and action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01