Educating through Sport

1. Educating through Sport Dr Ruth Jeanes Monash University Dr Ramon Spaaij La Trobe University Case Studies From Brazil and Zambia

2. Sport, Education & International Development • Sport relatively new to the international development movement. • Alternative mechanism to connect with communities in Majority world countries. • Particularly young people, 85% of world’s children live in Majority world. • Increase use by international agencies, UNICEF, AusAID • Sport provides a vehicle to educate young people about key social issues.

3. Educating through Sport • Sport used to bring people together. • Provide a safe space. • Teach through activity. • Collective discussion after activity • Topics include: • HIV/AIDS, • Substance abuse, • Violence against women, • Unemployment • Social exclusion

4. Pedagogical Underpinnings • Education content and teaching approach heavily influenced by Minority world. • Traditional Approach: Minority world volunteers. • Peer led education: Young people educate own peers • Relationship building: Indigenous adults with connections provide education

5. Our Research • ZAMBIA • Local and transnational NGOs undertaking sport and HIV/AIDS education. • Many funded by external agencies. • Use a peer led education model. • Interviews and focus groups with NGO staff, peer leaders and participants over a 5 year period. • Examining how education through sport occurs and what sports offers education contexts. • BRAZIL • Local and transnational NGOs that offer sport-based education programs to improve professional skills and employability. • Mainly funded by Inter-American Development Bank and Nike Foundation. • Use elements of peer education and relationship building model. • Interviews and participant observation among staff, stakeholders and participants over a 2 year period. • Examining how education through sport occurs and what its impacts are on people’s lives.

6. Value of Sport in Education • Effective ‘hook’ • Stimulating pedagogical process ‘You can go into the compounds and say you are running a HIV/AIDS education program and no children will turn up, go in with a football and they are instantly there’ (NGO staff Zambia) ‘‘There are youth who are not really interested in doing a course but have a strong interest in playing sport. Thus, if you don’t succeed in getting them into the employability part, you can engage them through sport, that is, through sport they begin to attend classes, new activities, so it becomes one package with sport, classes, theory … it comprises all of this. So even those who initially may not be interested in the technical part will end up engaging in the technical part.’ (Participant Brazil) ‘Yes it is good, other people they don’t learn in class so in the sports or the games they will come and listen to the coach. When I am in class I listen, I listen to what the teacher says but others they wont listen to the teacher but they will listen to the coach and when they are playing sport’(Participant Zambia)

7. Pedagogical Approaches • Peer led education • Educators live the same lives as young people in their communities. • Can relate to them & feel comfortable discussing issues. • Development of collective networks and friendships through education/sport process. ‘For me sport has brought me together with these other girls, they are a group that I can trust and they will always help me. It is good to have that. That is what sport does: it gives you this group who help you’ (participant Zambia)

8. Pedagogical Approaches (2) • Relationship building: fostering mutual respect, support and understanding ‘The relationship between the participant and facilitator is really important because it’s more of a “coaching” relationship than a traditional teacher-to-student relationship. During the facilitator trainings, we really try to emphasize that the facilitator must be on the same level as the participant in order to gain trust and that the learning experience is mutual, not unilateral.’ (teacher Brazil) We always say to the teachers and mentors that the most important thing is not the subject they are going to learn with you ... Sure that’s important too, but you must create relationships with them. Not because you need to become best friends for life. … The relationship with a teacher is one of mutual respect. The teacher is also someone who you can look to and listen to and think “if I do the right things, someone will respect me as I respect him.” So it’s a projection of your future, of your own desires.’ (coordinator Brazil)

9. Limitations of Education Through Sport • Continued influence of Minority world donors affects curriculum & pedagogical approaches • Deliverers often trained using didactic approaches, not taught to facilitate. • More generally: although knowledge levels and skills increase, limited opportunity for transformative action and long-term social change. • Wider cultural and social contexts in which education is taking place often not adequately considered. ‘It is important that you understand the problem first that you know about HIV and how you can get it and why you may be at risk. It is good to have that knowledge but that is no good if you cannot do the things you are taught... for those who may have no choice over what they do, sport may not help if they cannot have a say over what they do.’ (participant Zambia) ‘The program may create a false expectation. Companies are not always open and willing to receive the young people, and we have a highly competitive labour market which makes it very difficult for young people to succeed in this market.’ (teacher Brazil)

10. A Way Forward? Critical Pedagogy • Currently examining the value and effects of a more critical pedagogy within education through sport programs. • Emphasises collaborative, participatory relationships and the development of critical consciousness. • Development of collective action to resist traditional, marginalising discourses. • Localises pedagogical approach and content to consider significant local issues and realities. • Potential value of incorporating this approach into the development and design or future sports initiatives.

11. Thank You • Ruth Jeanes, Senior Lecturer Monash University. Ruth.jeanes@monash.edu • Ramon Spaaij, Senior Research Fellow, La Trobe University r.spaaij@latrobe.edu.au • www.ramonspaaij.nl