Promising Physical Activity Inclusion Practices for Chinese Immigrant Women in Vancouver, Canada

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

“…A pesar de las aprensiones existentes, estudios muestran la efectividad del deporte como instrumento de integración social y escolar en espacios culturalmente diversos (Allen, Drane, Byon, & Richard, 2010;Ito, Nogawa, Kitamura, & Walker, 2011;Frisby, 2011;Hatzigeorgiadis et al, 2013; 26 Carter-Thuillier et al -Integración de los Estudiantes Inmigrantes Fuente & Herrero, 2012;Makarova & Herzog, 2014;McGinnity, Quinn, Kingston, & O'Connell, 2012;Sapaaij, 2012). Existe coincidencia respecto a que los métodos empleados o contextos de trabajo son determinantes; el deporte aumenta su potencial intercultural en entornos que promueven valores sociales y respeto mutuo (Hatzigeorgiadis et al, 2013;Li, Sotiriadou, & Auld, 2015), permitiendo la adquisición de capital social extrapolable fuera del deporte (Theebom, Schaillée, & Nols, 2012) y la adaptación a contextos con diversidad cultural (Allen et al, 2010); facilitando así la inclusión de colectivos inmigrantes (Tirone, Livingston, Miler, & Smith, 2010).…”

“…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. Frente a esto, Van Dijk (2003) manifiesta que el deporte debe colaborar en la construcción de discursos sociales implícitos que permitan superar estereotipos y prejuicios; para ello Ortí (2004) recomienda la utilización de juegos multi o interculturales, lo que implica introducir actividades con diverso origen cultural para promover un acercamiento recíproco (Bantulà, 2002).A pesar de las aprensiones existentes, estudios muestran la efectividad del deporte como instrumento de integración social y escolar en espacios culturalmente diversos (Allen, Drane, Byon, & Richard, 2010;Ito, Nogawa, Kitamura, & Walker, 2011;Frisby, 2011;Hatzigeorgiadis et al, 2013; 26 Carter-Thuillier et al -Integración de los Estudiantes Inmigrantes Fuente & Herrero, 2012;Makarova & Herzog, 2014;McGinnity, Quinn, Kingston, & O'Connell, 2012;Sapaaij, 2012). Existe coincidencia respecto a que los métodos empleados o contextos de trabajo son determinantes; el deporte aumenta su potencial intercultural en entornos que promueven valores sociales y respeto mutuo (Hatzigeorgiadis et al, 2013;Li, Sotiriadou, & Auld, 2015), permitiendo la adquisición de capital social extrapolable fuera del deporte (Theebom, Schaillée, & Nols, 2012) y la adaptación a contextos con diversidad cultural (Allen et al, 2010); facilitando así la inclusión de colectivos inmigrantes (Tirone, Livingston, Miler, & Smith, 2010).…”

Immigration and Social Inclusion: Possibilities from School and Sports

“…However, much of the empirical studies in which sport has proven to be a beneficial instrument for the cultural interaction between immigrants and the native population express that the characteristics of the context are determinant so that the sport can be successful in this task [21,25,63,64,[70][71][72][73]. In concrete terms, research in which sport has proven to be an effective means (in different contexts) for the construction of relations between immigrants and nonimmigrants, as well as for community and educational integration, affirm that the inclusive potential of sport in the face of cultural diversity can be significantly reduced when the necessary guarantees are not granted for the existence of an environment based on mutual respect for cultural differences that individuals or groups may have.…”

Sport Policy in Canada

“…This is an important distinction because as Parnes (2007) has argued, although numerous benefits like increased social interaction, skill development, and improved health are associated with social inclusion, it is not always clear if these benefits are being actualized in the same ways by all people. According to Frisby (2011), talking directly to excluded groups to determine the conditions under which they would feel included and involving them in determin ing the criteria used to evaluate success is crucial when striving to develop inclusive communities.…”

“…Changing this dynamic requires two-way communication and sensitivity to, and an appreciation of, differences in culture, identities, literacy, language and preferred ways of participating in sport. For example, Frisby (2011) and her colleagues organized a two-day workshop that brought recent immigrant Chinese women together with a range of sport and recreation policy makers and community service provid ers to discuss how to make policy and programming more culturally inclusive. The women themselves provided over 15 suggestions for changes that would make it easier and more appealing for them and their families to participate, including the production of marketing materials in Mandarin and Cantonese, tours of facilities and hav ing the opportunity to 'sample' some of the programs offered with instructors who can speak their languages.…”