Critical Feminist Service-Learning: A Physical Activity Program in a Woman’s Prison

Abstract

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity–based CFSL project implemented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals.

Reflexivity of discomfort: Two women outsiders doing sport research in prison

“…With this information, our expectations as sports instructors were diluted and, little by little, we stopped planning and preparing physical activity sessions, which is actually not strange in prison (Devís-Devís et al, 2017). As reported by Hinojosa-Alcalde and Soler (2021) we also found it difficult to adjust the program for the needs and interest of women. Our stance towards these activities became more and more flexible, coming to improvise our performances and agreeing almost completely with the requests of our participants.…”

Challenging paradigms: integrating Critical Feminist Service-Learning into Higher Education Physical Activity and Sport programs

“…Despite this, CFSL is the focus of research in different disciplines such as gender and women's studies (Clark-Taylor, 2017; Martin & Beese, 2016;Williams & Ferber, 2008), sociology (Kesler-Gilbert, 2010;Freude et al, 2019;Vergés-Bosch et al, 2021), information and communication technologies (Marr, 2014;Villacampa-Morales et al, 2020), biology and health sciences (Brigidi & Birosta, 2020;Maicas et al, 2020) Specifically, this article focuses on SL in PAS (Chiva-Bartoll & Fernández-Rio 2021), the results of which provide evidence of its transformative and activist potential for improving social justice and gender equity (Chiva-Bartoll et al, 2022;Santos-Pastor et al, 2020). However, research and outcomes under critical feminist connotations are still at an incipient stage (Clark-Taylor, 2017; Williams and Ferber, 2008), hence this lack of information Hinojosa-Alcalde & Soler-Prat, 2021). However, it can be affirmed that there is a body of research that supports and defends the potential of CFSL, as shown in Figure 2.…”

“…In turn, all the elements that make up the project and the components of the T-LP (reflection, roles, assessment, language, etc.) are analyzed and adapted under these critical-feminist premises (Eretzian-Smirles, 2011;Hinojosa-Alcalde & Soler-Prat, 2021;Vergés-Bosch et al, 2021). Elements such as recognition, achievement and monitoring of the program focus on the growth and empowerment of both parties (students and women we work with) and recognizing the activity conducted by its participants.…”

“…As Hauver & Iverson (2018) point out, its confluence and association with feminist principles and pedagogies make it an optimal model for adopting a gender perspective and applying critical feminist principles (Costa & Leong, 2012). It therefore has a positive impact on all the people and agents involved in these projects or training experiences (Clark-Taylor, 2017;Hinojosa-Alcalde & Soler-Prat, 2021). In contrast to the framework and presumed advantages associated with the traditional Service-Learning (SL), which this article challenges, the advocated CFSL does not have a solid theoretical-practical background.…”

<p>Sustainable bonds through Critical Feminist Service-Learning among its participants. A case study in Physical Activity and Sport programs _{[Vínculos sostenibles a través del Aprendizaje-Servicio Crítico Feminista en sus agentes. Un estudio de caso en Ciencias de la Actividad Física y del Deporte]}</p>

“…Las autorías que han estudiado el ApSCF o bajo una perspectiva de género o feminista, respaldan que permite estrechar los lazos entre la comunidad y la institución universitaria, incrementando los conocimientos específicos en materia de género, así como aquellos para contribuir a la justicia social (Hinojosa-Alcalde & Soler-Prat, 2021;Vergés-Bosch et al, 2021). El estudio de Jiménez-Millán et al (2020) muestra el desarrollo de una conciencia crítica, activa y responsable de las personas partícipes, para reprobar sesgos de género y modelos patriarcales, incrementando sus habilidades comunicativas, de agencia o empoderamiento.…”