Towards a Pedagogy of Love: Exploring Pre-Service Teachers' and Youth's Experiences of an Activist Sport Pedagogical Model

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Autor/inn/en	Luguetti, Carla; Kirk, D.; Oliver, K. L.
Titel	Towards a Pedagogy of Love: Exploring Pre-Service Teachers' and Youth's Experiences of an Activist Sport Pedagogical Model
Quelle	In: Physical Education and Sport Pedagogy, 24 (2019) 6, S.629-646 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luguetti, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2019.1663499
Schlagwörter	Preservice Teachers; Student Experience; Activism; Caring; Ethics; Critical Theory; Physical Education; Disadvantaged Youth; Communities of Practice; Foreign Countries; Urban Areas; Poverty Areas; Student Empowerment; Student Centered Learning; Sex Stereotypes; Teacher Student Relationship; Athletic Coaches; Team Sports; School Community Programs; Universities; Brazil + Suchen Sie Ihr Suchwort? Studienerfahrung; Aktivismus; Politischer Protest; Care; Pflege; Sorge; Betreuung; Ethik; Kritische Theorie; Körpererziehung; Sportunterricht; Benachteiligter Jugendlicher; Community; Ausland; Urban area; Stadtregion; Studienberechtigung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Mannschaftssport; University; Universität; Brasilien
Abstract	Introduction: Several studies demonstrate the benefits of socially critical work in physical education and sport which value the importance of taking action intended for democracy, empowerment and critical reflection [Devis-devis, Jose. 2006. "Socially Critical Research Perspectives in Physical Education." In "The Handbook of Physical Education," edited by David Kirk, Doune MacDavid, and Mary O'Sullivan, Vol. 9, 37-58. London: Sage]. An 'ethic of care' has been proposed as a moral basis for socio-critical work, describing caring or love as being the basis for pedagogic dialogue and commitment to young people [Rovegno, Inez, and David Kirk. 1995. "Articulations and Silences in Socially Critical Work on Physical Education: Toward a Broader Agenda." "Quest (Grand Rapids, Mich)" 47 (4): 447-474]. Although we have a body of research on socially critical pedagogy in physical education and sport that highlights the importance of an ethic of care (e.g. Ennis, Catherine D. 1999. "Creating a Culturally Relevant Curriculum for Disengaged Girls." "Sport, Education and Society" 4: 31-49; Hellison, Don. 1978. "Beyond Balls and Bats." Washington: American Alliance for Health Physical], there is little research that aims to explore teachers' and youth's experiences in living this kind of pedagogy. Purpose: The aim of this study was to explore both pre-service teachers' and youth's experiences of an activist sport pedagogical model for working with youth from socially vulnerable backgrounds and to interrogate the way in which a pedagogy of love emerged. Participants and settings: Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers (PSTs), 90 youths and a researcher (the lead author). Data collection/analysis: Data collected included: (a) lead researcher observations collected as field notes; (b) collaborative PSTs group meetings; (c) PSTs' reflective diaries after each teaching episode; (d) PSTs and youth generated artefacts; and (e) PSTs and youth focus groups and interviews. Data analysis involved induction and constant comparison. Findings: A pedagogy of love emerged when we implemented the activist sport pedagogical model across three semesters in a socially vulnerable context with pre-service teachers and youth. First, a pedagogy of love involved repeatedly challenging inequities. Second, it valued solidarity thereby cultivating a learning community. Finally, it fostered hope and imagination in all participants in order to persevere despite barriers. Implications: We suggest that the activist sport approach could be considered a holistic approach in which teacher/coach and youth interact affectively [Hellison, Don. 1978. "Beyond Balls and Bats." Washington: American Alliance for Health Physical] and showed profound commitment to humanity, conscientization and pedagogic dialogue [Freire, Paulo. 2005. "Teachers as Cultural Workers: Letters to Those Who Dare Teach." Boulder, CO: Westview Press]. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01