Towards a pedagogy of love: exploring pre-service teachers’ and youth’s experiences of an activist sport pedagogical model

Abstract

Towards a pedagogy of love: exploring pre-service teachers' and youth's experiences of an activist sport pedagogical model 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 2006).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 and Kirk 1995). 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 (eg. Ennis 1999;Hellison 1978), 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 artifacts; 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 an holistic approach in which teacher/coach and youth interact affectively (Hellison 1978) and showed profound commitment to humanity, conscientization and pedagogic dialogue (Freire 2005). Keywords: sport; activist approaches; participatory action research; pedagogical models; ethic of care pedagogy of love is a non-linear process and transformation begins at the micro level.Small steps toward changing oppressive practices make a difference over time. It creates levels of agency and freedom.Liberating teaching and teachers' and students' capacities to dream are strongly linked. The more teachers were willing to struggle for an emancipatory dream, the more they are to know the experience of fear, how to control and educate their fear and, finally, how to transform that fear into courage (Darder 2017).While advocacy for an ethic of care in socially critical pedagogy in physical...

Facilitation as an Act of Love: A Self-Study of How a Facilitator’s Pedagogy Changed Over Time in the Process of Supporting a Community of Learners

“…In addition to this, the pedagogy of love and Freire' critical pedagogy was used as a philosophy for approaching the facilitator's own pedagogy. In a recent paper, we explored both pre-service teachers' and youth's experiences of an activist sport approach and how a pedagogy of love emerged (Luguetti, Kirk, & Oliver, 2019). In the present paper, we extend the previous study by focusing on the pedagogy of facilitation as an act of love.…”

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Students’ perceived learning in physical education: variations across students’ gender and migration background in Sweden

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