‘Stop mocking, start respecting’: an activist approach meets African Australian refugee-background young women in grassroots football

Luguetti, Carla; Singehebhuye, Loy; Spaaij, Ramón

doi:10.1080/2159676x.2021.1879920

Cited by 29 publications

(17 citation statements)

References 33 publications

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“…Research shows that refugee-background young women often face additional barriers to sport participation, such as constraining norms and expectations within their country of origin and/or their ethno-cultural or religious communities ). Yet, when young women do participate in sport, they have been shown to experience this as a 'place of refuge' from the strains of life (Walseth, 2006), or as a space to construct their cultural identities (Palmer, 2009) and gain respect from male peers (Luguetti et al, 2021).…”

Section: Belonging Sport and Forced Migrationmentioning

confidence: 99%

“…The intention was for participants to feel empowered and motivated to participate constructively in their development because their voices are both sought and responded to. This required collective, mutual action and reflection on the part of both the researcher and the participants (for more information see Luguetti et al, 2020;Luguetti et al, 2021).…”

Section: Football Empowermentmentioning

confidence: 99%

“…

Luguetti (2021): Beyond integration: football as a mobile, transnational sphere of belonging for refugee-background young people, Leisure Studies,

…”

mentioning

confidence: 99%

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Beyond integration: football as a mobile, transnational sphere of belonging for refugee-background young people

2021

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Section: Belonging Sport and Forced Migrationmentioning

confidence: 99%

Section: Football Empowermentmentioning

confidence: 99%

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Beyond integration: football as a mobile, transnational sphere of belonging for refugee-background young people

2021

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“…This body of research has argued the need for strength-based approaches that recognise young people's strengths, capabilities, knowledge, and resources. In addition, the development of sport-based intervention programmes should happen as a collaborative process, instead of a process whereby young people need to 'fit-in' by adopting core values implemented by the programme (Luguetti, Singehebhuye, and Spaaij 2021). To be consistent with critical pedagogy, the creation of spaces for critical reflection on issues of justice, equity, and power relations is also suggested (Spaaij and Jeanes 2013;Wright et al 2016).…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

“…They concluded that TPSR was a relevant approach that combined effectively with the principles of critical pedagogy to foster transformative learning among the participants. Luguetti et al (2017aLuguetti et al ( , 2017bLuguetti et al ( , 2021) also considered Freire's pedagogy to co-create an activist sport approach with young people from socially vulnerable backgrounds and refugee-background young people. The approach was designed as a means of listening and responding to young people in order to use sport as a vehicle for assisting them in becoming critical analysts of their communities and developing strategies to manage the risks they face.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Rethinking pedagogical practices with care-experienced young people: lessons from a sport-based programme analysed through a Freirean lens

Quarmby

Luguetti

2021

Physical Education and Sport Pedagogy

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Background: Several studies demonstrate the benefits of socially critical work in sport pedagogy, which value young people's strengths, capabilities, knowledge, and resources. This body of research argues that young people have the agency to analyse their social contexts and to negotiate the forces that impede their choice of possibilities. While advocacy for a more transformative education process through sport has grown over the years, there is little research that aims to explore pedagogical practices with care-experienced young people (e.g. those who have been removed from their families and placed in the care of the 'state').Purpose: This article draws on Paulo Freire's critical pedagogy as a theoretical framework to examine pedagogical practices with careexperienced young people in a sport-based programme.Participants and settings: This case study took place at a football-in-thecommunity programme in the West Midlands region of England, which aimed to develop the skills necessary to support care-experienced young people's transition from primary to secondary school. Participants included eight key adult stakeholders involved with the delivery, and ten careexperienced young people.Data collection/analysis: The research was conducted in two phases to understand the specific pedagogic practices employed within the programme. In the first phase, all adult participants took part in semistructured interviews designed around their understanding of the programme and their perceptions about what care-experienced young people gained from it and why. For the second phase, observations of the programme were employed as well as a variety of participatory methods with young people such as drawings, mind mapping and photo-elicitation.Findings: The analysis resulted in the identification of three key themes relating to pedagogic practices: (a) problem-based learning with spaces of freedom; (b) contextualised learning activities; and (c) developing mutual trust and respect. By critically analysing a sport-based programme, this paper highlights how specific pedagogic practices might create spaces for empowering care-experienced young people, and the challenges and tensions in this process.Implications: We conclude by outlining how a Freirean critical pedagogy could be better utilised for care-experienced young people within sportbased programmes, in order to recognise their knowledge in naming, critiquing and negotiating barriers to their engagement in their sport context.

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Social and Educational Benefits of Physical Activity and Sports

Carrete-Marín,

Buscà

2024

Transdisciplinary Perspectives in Educational Research

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‘Stop mocking, start respecting’: an activist approach meets African Australian refugee-background young women in grassroots football

Cited by 29 publications

References 33 publications

Beyond integration: football as a mobile, transnational sphere of belonging for refugee-background young people

Beyond integration: football as a mobile, transnational sphere of belonging for refugee-background young people

Rethinking pedagogical practices with care-experienced young people: lessons from a sport-based programme analysed through a Freirean lens

Social and Educational Benefits of Physical Activity and Sports

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