I always live in a quebrada [favela] and today I am here. So, you can be also here one day’

Exploring pre-service teachers’ perceptions of love for youth from socially vulnerable backgrounds

Datos Bibliográficos

ID12565205
AutoresCarla Nascimento Luguetti (0000-0002-9442-1636, Institute for Health and Sport at Victoria University, Australia, autor de correspondencia), Bennett Mcdonald (0000-0002-7455-0940, Institute for Health and Sport at Victoria University, Australia)
Año2020
Volumen26
Número4
Páginas1006-1022
Fecha de publicación2020-04-08
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Physical Education Review (JOURNAL)
Identificadores de la revistaISSN: 1356-336X • E-ISSN: 1741-2749
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1356336x20915224
OpenAlexW3015425697
IdiomaEN
Citas recibidas7
Referencias citadas27

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, there is little research that aims to explore how pre-service teachers’ (PSTs’) conceptions change across time. The aim of this study was to explore PSTs’ changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher’s field notes; (b) collaborative PSTs’ group meetings; (c) PSTs’ generated artifacts; and (d) PSTs’ focus groups and interviews. Data analysis involved induction and constant comparison. The PSTs understood that love was represented by the following: (a) creating democratic spaces for students to care for each other and their community; (b) trusting and understanding the students, and dreaming possible futures with them; (c) being the best teacher in order to facilitate students’ learning; and (d) making sure all students are included. We concluded that the PSTs’ embodied experiences of oppression and the reflexive experience lived in the activist approach created a space for the PSTs to see themselves in the youth, reconnect with their own identity and develop empathy and love for the diverse youth

Action research · Context (archaeology · Focus group · Participant observation · Participatory action research · Pedagogy · Social science · Sociology · Teacher education · Gender Studies · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Youth Development and Social Support