Carla Nascimento Luguetti
Dados Biográficos
| ID | 3501550 |
|---|---|
| NOME | Carla Nascimento Luguetti |
| PRENOMES | Carla Nascimento |
| SOBRENOME | Luguetti |
| ASSINATURA | LUGUETTI C N |
| AFILIAÇÕES | The University of Melbourne |
| ORCID | 0000-0002-9442-1636 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAÇÕES | 91 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Physical education to transgress
Introduction: There is a body of research that describes the importance of the Activist Aproach (AA) as a way to improve students' motivation, engagement and learning in physical education (PE) (Shilcutt, J. B., K. Oliver, and C. Luguetti. 2024. An Activist Approach to Physical Education and Physical Activity: Imagining What Might Be. Taylor & Francis). However, most studies focus on secondary schools, pointing to a need to explore AA in primary …
Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study
Background Physical Education Teacher Education (PETE) programmes are expected to support future teacher learning about contemporary innovations and big ideas for teaching physical education. Teacher educators are challenged to learn about and incorporate contemporary innovations while maintaining programme cohesion. Exploring how teacher educators make sense of and teach about innovations, such as ideas related to meaningfulness, alongside found…
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Moving from barriers to collaborative action
There is a need to move from identifying and understanding the barriers and facilitators to participation in sport experienced by marginalised populations to collaborative action towards social change. This paper examines how action research grounded in sustained academic-practitioner collaboration can stimulate change processes designed to enhance inclusive practices in community sport. Through analysing the three-year action research programme …
Navigating challenges and tensions through engaged pedagogy
Youth Participatory Action Research YPAR) is widely used in the Sport for Development (SfD) field and offers a critical framework for engaging young people as co-researchers. Despite its growing application, there remains limited discussion in the literature on how YPAR can be effectively enacted in practice and the pedagogies that support this enactment. In this paper, utilising qualitative secondary analysis, I explore the potential of YPAR in …
Becoming critical in physical education
Moving toward integrated teacher professional learning? A case study of a government-funded year-long programme for health and physical education teachers
This paper focuses on teacher professional learning (TPL) and examines Australian health and physical education (HPE) teachers’ experiences of a year-long, government-funded professional learning programme called the Teaching Excellence Programme (TEP). More specifically, it responds to the question: what features of the TEP did HPE teachers view as most valuable for their TPL and practice? Data consisted of: (i) semi-structured interviews with t…
Exploring practitioner inquiry among health and physical education teachers
Introduction: Existing research suggests that practitioner inquiry (PI) can positively influence teachers’ professional learning. Within the context of Health and Physical Education (HPE), however, we know little about the influence of PI on HPE teachers and their students, and HPE colleagues. Aim: This study responds to the research question: in what ways do HPE teachers believe that PI influences their teaching practices, their students and the…
What can Freire bring to a hybrid approach of Teaching Games for Understanding and Sport Education? Exploring a social justice perspective
Introduction While there is a growing body of research on hybrid approaches in Physical Education and Sport Pedagogy, there remains a gap in studies examining these combinations through a social justice lens, which could provide deeper insights into the power relations and possibilities for social change.Aim This paper explores an action research project where a teacher educator and pre-service teachers (PSTs) reflected on the implementation of a…
‘I want to scream it from the rooftops now […] there are other pathways’
This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic…
Historicising physical education
Toward an activist and salutogenic sport programme
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Hermanas in dialogue
In the landscape of a multicultural society, this paper explores the absence of diversity in Australian Health and Physical Education Teacher Education (HPETE): a prevailing White profession. This study delves into the complex and non-linear narratives of silenced voices, shedding light on the urgent need to investigate the experiences of non-White (female) HPETE scholars with English as an additional language. The paper aims to explore the inter…
Ginástica Artística No Ensino Superior
O objetivo da pesquisa foi compreender as estratégias pedagógicas mediadas por uma docente em um curso de graduação em Educação Física na implementação do Sport Education (SE) para desenvolver os conhecimentos sobre a Ginástica Artística (GA) a partir da proposta pedagógica freiriana. Foi utilizada, como método de pesquisa de cunho qualitativo, a pesquisa-ação, com a implementação do processo pedagógico desenvolvido em doze semanas, com a partici…
Artistic Gymnastics in Higher Education
The objective of the research was to understand the pedagogical strategies mediated by a professor in an undergraduate school in Physical Education in the implementation of Sport Education (SE) to develop knowledge about Artistic Gymnastics (AG) from the Freirean pedagogical proposal. Action research was used as a qualitative research method, with the implementation of the pedagogical process developed in twelve weeks, with the participation of t…
Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme
Background Research demonstrates the benefits of communities of practice (CoP) for teachers’ professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers’ (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is ne…
Sensitivity, shared purpose, and learning community
Purpose This article draws on the Long-Term Program Development framework [Siwik, M., A. Lambert, D. Saylor, R. Bertram, C. Cocchiarella, and W. Gilbert. 2015. “Long Term Program Development (LTPD): An Interdisciplinary Framework for Developing Athletes, Coaches, and Sport Programs.” International Sport Coaching Journal 2 (3): 305–316. doi:10.1123/iscj.2015-0075] to examine the strategies employed by a Brazilian sport program to address complex i…
‘It wasn’t adults and young people […] we’re all in it together’
This paper aims to contribute fresh insights into youth participatory action research (YPAR) by using bell hooks’ engaged pedagogy to illuminate the process of co-designing a program for transition beyond secondary school. Engaged pedagogy is a critical pedagogy that combines critical consciousness and radical wholeness and seeks to foster a learning community. The 10-week YPAR included six staff collaborators (SCs) and five youth collaborators (…
What would bell hooks think of the remote teaching and learning in Physical Education during the Covid-19 pandemic? A critical review of the literature
This critical narrative review draws on bell hooks’ engaged pedagogy to examine the pedagogies deployed by PE teachers and PETE educators in response to COVID-19. Full-text, empirical studies between 2020 and 2022 were accessed through Academic Search Complete, Education Database (ProQuest), Education Research Complete (EBSCO), ERIC (EBSCO), Scopus, and SPORTDiscus. In total, 86 articles were considered for full-text review, with 38 articles movi…
Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education
Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pe…
Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context
In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service …
Rethinking pedagogical practices with care-experienced young people
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…
Precariedade e a necessidade de pedagogias críticas afetivas na Educação Física
Faz-se necessário compreender a precariedade no Sul Global e aprender com as pedagogias críticas afetivas (PCA) para buscar formas inclusivas, justas e equitativas de educação física. O objetivo deste artigo é explorar o que aprendemos quando desenvolvemos PCA em contextos precários no Brasil. Com base na perspectiva freiriana e na PCA, discutimos dois estudos de caso de nossas experiências em áreas de vulnerabilidade social com estudantes de Edu…
“Everybody’s talking about doing co-design, but to really truly genuinely authentically do it […] it’s bloody hard”
Guided by the work of bell hooks, this study uses her concept of ‘radical openness’ as an innovation for multi-party facilitation teams negotiating different roles, positionalities and understandings of youth participatory action research (YPAR). We explore the challenges we negotiated as facilitators in YPAR as they materialised in weekly reflections. We write as a team of two project leaders, three researchers and a project manager. Data compri…
Beyond integration
Sport is widely utilised as an integration tool for refugee-background young people in resettlement countries, with a concomitant research focus on the implementation and outcomes of health and integration initiatives. However, a narrow focus on integration as the context and outcome of sport participation limits our understanding of the wider role sport plays as a sphere of belonging for refugee-background young people. By taking a wider view of…
Social justice narratives in academia
Research demonstrates the benefits of educating for social justice in Physical Education Teacher Education (PETE) programs. This body of research shows that social justice pedagogy enables student teachers to create a sense of social agency and community purpose in their teaching that positions them with more certainty when facing the political and professional hurdles embedded in a teaching career. The social justice perspective allows PETE educ…
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged…
I became a teacher that respects the kids’ voices’
Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be …
Towards a culturally relevant sport pedagogy
There is a body of research that indicates the need for community-driven and culturally responsive pedagogies in sport-based interventions. There is much to learn from the pedagogical approaches and experiences of African Australian refugee-background coaches who work with refugee-background young people toward acceptance and affirmation of their cultural and racial identities. This paper explores African Australian refugee-background coaches’ pe…
Getting more comfortable in an uncomfortable space’
Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in …
I always live in a quebrada [favela] and today I am here. So, you can be also here one day’
In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, ther…
Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context
Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018 Fitzpatrick, K. (2018). What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 1–18. doi: 10.1177/1356336X18796530[Crossref], [Web of Science ®] , [Google Scholar]. What happened to cr…
Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context
In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service …
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces …
Living within and outside a disciplinary bubble
The gymnastics' environment has been criticised for producing uncompromising coaching practices, emotional disorders, harassment and abuse. Furthermore, the challenges faced by the young gymnasts can be acute when they live in gymnastics boarding schools, where many aspects of their lives are controlled. Drawing upon a Foucauldian lens, this study explores power relations in the lived experiences of former artistic gymnasts who trained in a gymna…
The (im)possibilities of praxis in online health and physical education teacher education
Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions o…
Developing teachers’ pedagogical identities through a community of practice
This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly…
The complexity, tensions and struggles in developing learning communities throughout a Sport Education season
Several studies demonstrate that Sport Education (SE) supports the development of an authentic sport experience. However, the ‘messiness’ attached to the reality of effectively enacting SE is less prominent in the literature. The aim of this study is therefore to capture the complexity, tensions and struggles (for both lecturers and undergraduate students) of delivering and experiencing an authentic Artistic Gymnastics (AG) SE season within learn…
Toward an activist and salutogenic sport programme
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education
Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pe…
Sitting there and listening was one of the most important lessons I had to learn’
This work builds upon critical youth studies’ concern with capacity building in engaging young people as active agents for social change. This article analyses critical capacity building processes among young women engaged in youth participatory action research (YPAR) that sought to co-design a community sport programme in Melbourne, Australia. Participants included the first author, four young women (second to the fifth author), and a critical f…
Enhancing social inclusion in sport
There are systemic and longstanding inequalities in sport participation for culturally and linguistically diverse (CALD) migrants. Drawing on theoretical foundations of critical pedagogy and social justice education, as well as a public sociology perspective, this paper examines the development of an action research (AR) project to support the co-creation of inclusive climates in sports clubs in CALD communities in Melbourne, Australia. We use ar…
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context
This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged…
That is like a 24 hours-day tournament!’
Several studies demonstrate that Sport Education supports the development of an authentic experience of sport. Social media has the potential to further the development of an authentic sport experience since it is a key aspect of contemporary sport culture and can be a space for individuals to interact during the Sport Education. Yet the evidence-base on the use of social media within Sport Education is limited. The purpose of this study was to e…
Getting more comfortable in an uncomfortable space’
Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in …
Developing teachers’ pedagogical identities through a community of practice
This collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly…
The complexity, tensions and struggles in developing learning communities throughout a Sport Education season
Several studies demonstrate that Sport Education (SE) supports the development of an authentic sport experience. However, the ‘messiness’ attached to the reality of effectively enacting SE is less prominent in the literature. The aim of this study is therefore to capture the complexity, tensions and struggles (for both lecturers and undergraduate students) of delivering and experiencing an authentic Artistic Gymnastics (AG) SE season within learn…
Sport, Refugees, and Forced Migration
Researchers, policy makers, and practitioners increasingly pay attention to sport and physical activity as a means and context for refugee wellbeing and integration, influenced by wider political and policy concerns about forced migration. Considering this growing scholarly and policy attention, it is timely to take stock of, and critically reflect on, recent developments in this field of research. This paper offers an integrative, critical revie…
Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context
Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018 Fitzpatrick, K. (2018). What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 1–18. doi: 10.1177/1356336X18796530[Crossref], [Web of Science ®] , [Google Scholar]. What happened to cr…
I became a teacher that respects the kids’ voices’
Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be …
Towards a culturally relevant sport pedagogy
There is a body of research that indicates the need for community-driven and culturally responsive pedagogies in sport-based interventions. There is much to learn from the pedagogical approaches and experiences of African Australian refugee-background coaches who work with refugee-background young people toward acceptance and affirmation of their cultural and racial identities. This paper explores African Australian refugee-background coaches’ pe…
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces …
Social justice narratives in academia
Research demonstrates the benefits of educating for social justice in Physical Education Teacher Education (PETE) programs. This body of research shows that social justice pedagogy enables student teachers to create a sense of social agency and community purpose in their teaching that positions them with more certainty when facing the political and professional hurdles embedded in a teaching career. The social justice perspective allows PETE educ…
I always live in a quebrada [favela] and today I am here. So, you can be also here one day’
In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, ther…
Capturing the moment
Background: Several studies demonstrate the benefits of understanding explicit and tacit embodied interactions in physical education (PE). However, there is little research that explores the embodied interactions that occur in early primary PE classes (years 1 and 2), where children (are socialized to) embody various body values, attitudes and stigma. We adopted a micro-sociological approach to examine the embodied interactions of a group of earl…
The (im)possibilities of praxis in online health and physical education teacher education
Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions o…
‘The teacher makes us feel like we are a family’
Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE).Purpose: The aim of this study was to investigate refugee-background students’ pe…
‘We united to defend ourselves and face our struggles’
Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers’ continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectiv…
‘Stop mocking, start respecting’
If designed well, sport-based programmes may facilitate increased wellbeing, inclusion and feelings of belonging for refugee-background young people. An activist approach is a pedagogical way to co-create programmes with young people in order to better address their needs and aspirations. The aim of this study was to explore the process of co-creating a sport programme with refugee-background young women and what they, and the researcher, learned…
‘I know how researchers are […] taking more from you than they give you’
Critical scholarship in sport for development (SfD) advocates transformative research to disrupt the historical colonising view of sport as a vehicle to acculturate people into the values and norms of dominant Western culture. Youth participatory action research (YPAR) involves youth throughout the research process and consequently has the potential to challenge hegemonic forms of knowledge production in SfD. In reality, however, authentic engage…
Learning communities and physical education professional development
Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies w…
Living within and outside a disciplinary bubble
The gymnastics' environment has been criticised for producing uncompromising coaching practices, emotional disorders, harassment and abuse. Furthermore, the challenges faced by the young gymnasts can be acute when they live in gymnastics boarding schools, where many aspects of their lives are controlled. Drawing upon a Foucauldian lens, this study explores power relations in the lived experiences of former artistic gymnasts who trained in a gymna…
Beyond integration
Sport is widely utilised as an integration tool for refugee-background young people in resettlement countries, with a concomitant research focus on the implementation and outcomes of health and integration initiatives. However, a narrow focus on integration as the context and outcome of sport participation limits our understanding of the wider role sport plays as a sphere of belonging for refugee-background young people. By taking a wider view of…
Rethinking pedagogical practices with care-experienced young people
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…
Precariedade e a necessidade de pedagogias críticas afetivas na Educação Física
Faz-se necessário compreender a precariedade no Sul Global e aprender com as pedagogias críticas afetivas (PCA) para buscar formas inclusivas, justas e equitativas de educação física. O objetivo deste artigo é explorar o que aprendemos quando desenvolvemos PCA em contextos precários no Brasil. Com base na perspectiva freiriana e na PCA, discutimos dois estudos de caso de nossas experiências em áreas de vulnerabilidade social com estudantes de Edu…
“Everybody’s talking about doing co-design, but to really truly genuinely authentically do it […] it’s bloody hard”
Guided by the work of bell hooks, this study uses her concept of ‘radical openness’ as an innovation for multi-party facilitation teams negotiating different roles, positionalities and understandings of youth participatory action research (YPAR). We explore the challenges we negotiated as facilitators in YPAR as they materialised in weekly reflections. We write as a team of two project leaders, three researchers and a project manager. Data compri…
Sitting there and listening was one of the most important lessons I had to learn’
This work builds upon critical youth studies’ concern with capacity building in engaging young people as active agents for social change. This article analyses critical capacity building processes among young women engaged in youth participatory action research (YPAR) that sought to co-design a community sport programme in Melbourne, Australia. Participants included the first author, four young women (second to the fifth author), and a critical f…
Sociology (39 obras) · Pedagogy (35 obras) · Physical Education and Pedagogy (35 obras) · Psychology (30 obras) · Political science (24 obras) · Inclusion and Disability in Education and Sport (21 obras) · Physical education (21 obras) · Social science (14 obras) · Teacher education (14 obras) · Youth Development and Social Support (14 obras)