2016
DOI: 10.1080/13573322.2015.1082127
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Transforming communities through sport? critical pedagogy and sport for development

Abstract: The value of sport as a vehicle for social development and progressive social change has been much debated, yet what tends to get missed in this debate is the way education may foster, enable or impede the transformative action that underpins the social outcomes to which the 'sport for development and peace' (SDP) sector aspires. This article draws on the critical pedagogy of Paulo Freire and his contemporaries to examine the nature of transformative action and how it may be fostered within SDP programs. Insig… Show more

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Cited by 61 publications
(43 citation statements)
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“…Freire's critical pedagogy has been adopted across many fields interested in fostering transformative action, including those in the sport for community development field [70]. For us, the relevance of Freire's work is something that emerged organically from the symbiosis of data and literature.…”
Section: Surfing As Escape: An Alternative Discoursementioning
confidence: 99%
“…Freire's critical pedagogy has been adopted across many fields interested in fostering transformative action, including those in the sport for community development field [70]. For us, the relevance of Freire's work is something that emerged organically from the symbiosis of data and literature.…”
Section: Surfing As Escape: An Alternative Discoursementioning
confidence: 99%
“…Hartmann and Kwauk, 2011;Spaaij et al, 2016) may also take little encouragement from the continuation of quantitative approaches to measuring development progress that are prevalent within the 2030 Agenda. Nevertheless, Rossi and Jeanes (2016) argue that the potential of education-orientated SDP projects to enable individual young people to survive or even progress within neoliberal conditions of inequality should not be entirely discounted.…”
Section: Sdp and Education-orientated Approaches To Developmentmentioning
confidence: 99%
“…With educational-focused elements of SDP often enacted in pursuit of other development objectives (Spaaij et al, 2016), it is also necessary to consider the possibilities of policy coherence with other SDGs and Targets. To give but a few examples, educational SDP activities have been orientated towards combatting HIV/AIDS and other communicable diseases (SDG Target 3.3), reducing alcohol and drug abuse (SDG Target 3.5), developing leadership amongst girls and women (SDG Target 5.5) and promoting entrepreneurship, enterprise and employment (SDG Targets 8.3 and 8.5).…”
Section: Sdp and Education-orientated Approaches To Developmentmentioning
confidence: 99%
“…Notwithstanding recent studies that have sought to redress a number of issues (e.g. Carney and Chawansky, 2016;Darnell et al, 2016;Hayhurst et al, 2016;Sherry and Schulenkorf, 2016;Spaaij et al, 2016;Welty Peachey & Burton, 2016), this situation has tended to lead to low impact, contradictory, or non-existent evidence regarding program appropriateness, success, and sustainability. Coalter (2010) has been critical in this regard suggesting that programs of SfD often conflate micro-level individual gains with community wide development and engage in narrowly framed interventions yet claim to be addressing what Coalter (2010) referred 6 to as 'broad gauge problems' (p. 308) that tend to lack clear targets for change.…”
Section: Introductionmentioning
confidence: 99%