Beyond the provider-recipient binary
Reframing reciprocity in adapted physical activity service-learning
Datos Bibliográficos
| ID | 22421996 |
|---|---|
| Autores | Roberta C Gaspar (0000-0001-6613-6785, Universidade de São Paulo, autor de correspondencia), Otávio Furtado (0000-0003-0761-1050, Universidade de São Paulo), Justin A Haegele (0000-0002-8580-4782, Old Dominion University), Sergio Roberto Silveira (0000-0001-9171-0777, Universidade de São Paulo) |
| Año | 2026 |
| Páginas | 1-16 |
| Fecha de publicación | 2026-07-09 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Sport Education and Society (JOURNAL) |
| Identificadores de la revista | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2026.2701260 |
| OpenAlex | W7167799307 |
| Idioma | EN |
| Referencias citadas | 29 |
This interpretive case study explores a Service-Learning (SL) program in Adapted Physical Activity within a Brazilian public university, setting the inquiry within an underrepresented Global South context. Grounded in relational ethics and utilizing a constructionist approach, we placed the perspectives of undergraduate students in dialogue with the voices of community participants with disabilities. Findings reveal a dual reality. Internally, the program functioned as a safe haven where participants organically acted as coeducators through their embodied knowledge. This dynamic challenges the traditional semantics of ‘service’ which often connotes a unilateral delivery of aid to passive recipients; instead, we observed a collaborative co-construction of inclusion where service was mutually rendered. However, externally, the program’s conclusion highlighted a financial cliff, reflecting the complex landscape of accessing continuous specialized physical activity in the wider community. We argue that in this context, SL serves a critical role in bridging gaps in care, necessitating a focus on the sustainability of inclusion and strategies to support long-term continuity beyond the academic intervention.
Cognitive reframing · Constructionism · Embodied cognition · Focus group · Metaphor · Normative · Strict constructionism · Underpinning · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Service-Learning and Community Engagement
Nothing About Us Without UsDisability Oppression and Empowerment
Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education
Participation of people living with disabilities in physical activity
Developing rigor in qualitative research
Thematic Analysis
Advocating for Service-Learning as a pedagogical model in Physical Education
A Bibliometric Review of Service Learning Research, 1950–2022
Disability Discourse
I didn’t do anything, I just watched’
Service-learning in physical education teacher education
Rigour in interpretive qualitative research in education
Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences
Changing the Social Relations of Research Production
Provocations for Critical Disability Studies
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |