A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy

Abstract

This is the first systematic qualitative review to examine and organise the current body of research that addresses the practical application of critical pedagogy within Physical Education and Sport for Development. Following a rigorous systematic review process, this paper analyses critical pedagogy, social justice and social transformation through Freire's (1972) concept of dialogical and anti-dialogical action. The themes generated through the analysis of Physical Education were (1) the challenge of teaching social justice through dialogue and negotiation in Physical Education, (2) the challenge of using critical pedagogy to inform about social justice in Physical Education Teacher Education and (3) the challenge of applying critical pedagogy in Physical Education Teacher Education. The themes that were generated through the analysis for Sport for Development were (1) challenging dominant approaches towards pedagogy in Sport for Development and (2) the challenge of designing professional development in Sport for Development. The internationally relevant results explore the challenges faced in the implementation of critical pedagogy in both Physical Education and Sport for Development and critically analyse the capacity for future applications of critical pedagogy within Sport for Development. Findings suggest that social transformation in Sport for Development is more likely to be realised through a critical shift in curriculum and professional development that embraces dialogue, reflection, negotiation and collaboration.Further to this, developing pedagogy within a culture of social justice will enable Sport for Development organisations to further challenge their own values, attitudes and beliefs whilst critically exploring the wider social implications of their practice.

Sport for Development: A social movement captured by elites?

“…For SFD, that means developing practices, funding and networks that actively seek to challenge and reshape social structures while moving away from reproduction of existing power relations through individual, life-skill focused programming. In many ways, the seeds of such an approach exist in what is variously termed structural or interventionist approaches (Hartmann and Kwauk, 2011;Sabbe et al, 2021), as well as within ideas of critical pedagogy (Meir, 2022). What is crucial here, however, is that we need not only to rethink how we deliver programmes on the ground, but how we actually build and structure the organisations delivering those programmes.…”

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“…As a result, if coaches make even minor changes towards developing a more robust critical praxis, it may help them create more inclusive and welcoming spaces for youth athletes, where all participants can experience positive developmental outcomes (Kochanek & Erickson, 2019). Meir (2020) conducted a qualitative systematic review of critical pedagogy in physical education and sport for development, with findings suggesting that social transformation outcomes are more likely to take place when shifts in curriculum and professional development occur within broader organizational cultures of social justice. Taken together, these findings point to the need for coaches to adopt critical pedagogies across various youth sport programs (e.g., high school sport, sport for development), while being supported by coach professional development opportunities.…”

“…Beyond the privilege that led to Stephen's lack of social justice action, another reason that might have contributed to his reluctance and reactivity was the social climate in which he worked, which aligns with findings from Martin et al (2022) who suggested that senior college athletes were less likely to engage in social justice activism due to perceived lack of support. Moreover, a review from Meir (2020) suggested that shifts in curriculum and professional development related to social justice are more likely to be successful when they occur within broader organizational cultures of social justice. Although Stephen appeared satisfied with the promotion of social justice at his school, more data would need to be collected on the school environment in order to draw further conclusions.…”

Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse

“…Sport for Development and Peace (SDP) is a symbolic value of sport and physical education harnessed to promote social and human development in different spheres (Chawansky & Holmes, 2015) and, more specifically, in education globally (see e.g., Meir, 2020). In the context of the global expansion of SDP interventions that have occurred in recent years, the Global South, particularly sub-Saharan Africa, has been the largest target for organizations implementing these programmes.…”