Beyond integration: Football as a mobile, transnational sphere of belonging for refugee-background young people

port 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 football that includes fandom, informal participation, and community sport, we can gain important insights into how it functions as a mobile, transnational sphere of belonging that can, for some, provide a continuous sense of embodied, affective, practical, and sociocultural belonging in the face of multiple migrations and transitions. Drawing on three ethnographic and participatory studies conducted with refugee-background young people in the United Kingdom, Australia, and the Netherlands, this article explores the ways in which engagement with football both precedes and exceeds integration in the everyday lives of refugee-background young people. The authors demonstrate the need to place instrumental sports-based integration approaches in a wider transnational and historical context, and to attend to the wider affordances of sport for refugee-background young people

Desenvolvimento profissional docente colaborativo em Educação Física: uma introdução

Collaborative practices in Physical Education continuing professional development (PE-CPD) have been increasingly recognized due to evident benefits for teachers and students. In introducing this special issue, this paper aims to extend and deepen conversations among scholars about the collaborative practices in PE-CPD. Co-designed as a two-year project about collaborative practices, this special issue pursued collaboration through solidarity, knowledge sharing, and negotiation of challenges in internationalised research. Researchers from Brazil, Australia, Canada, Ireland, Portugal, New Zealand, the U.S., and Turkey worked in six groups to explore four themes: (a) types of collaborative PE-CPD, (b) facilitation of PE-CPD, (c) innovative methodologies and, (d) the development of collaborative experiences. In this special issue, we highlight the opportunities and inputs that might improve the research and experiences of those who form, conceive, and participate in collaborative PE-CPD programs around the world.Prácticas colaborativas en el desarrollo profesional docente en Educación Física (DPD-EF) han sido cada vez más apoyadas debido a sus beneficios reconocidos para profesores y alumnos. Al presentar esta sesión En Foco, este artículo pretende ampliar y profundizar el diálogo entre investigadores acerca de las prácticas colaborativas en el  DPD-EF. Codiseñado como un proyecto colaborativo de dos años sobre prácticas colaborativas, esta sesión especial buscó colaboración y solidaridad, intercambio de conocimiento y negociación de desafíos en la internacionalización de la investigación. Investigadores de Brasil, Australia, Canadá, Irlanda, Portugal, Nueva Zelanda, Estados Unidos y Turquía trabajaron en seis grupos para discutir cuatro temas: (a) tipos de DPD-EF colaborativo, (b) facilitación de DPD-EF, (c) metodologías innovadoras y (d) el desarrollo de experiencias colaborativas. Al final, esperamos destacar los desafíos y contribuciones que pueden mejorar las investigaciones y experiencias de aquellos que forman, conciben y participan en prácticas colaborativas de DPD-EF en todo el mundo.Práticas colaborativas no desenvolvimento profissional docente em Educação Física (DPD-EF) têm sido cada vez mais apoiadas devido aos benefícios reconhecidos para professores e alunos. Ao apresentar esta seção Em Foco, este artigo visa ampliar e aprofundar as conversas entre pesquisadores sobre as práticas colaborativas no DPD-EF. Codesenhado como um projeto colaborativo de dois anos sobre práticas colaborativas, esta edição especial buscou colaboração e solidariedade, compartilhamento de conhecimento e negociação de desafios na internacionalização da pesquisa. Pesquisadores do Brasil, Austrália, Canadá, Irlanda, Portugal, Nova Zelândia, Estados Unidos e Turquia trabalharam em seis grupos para discutir quatro temas: (a) tipos de DPD-EF colaborativo, (b) facilitação de DPD-EF, (c) metodologias inovadoras e, (d) o desenvolvimento de experiências colaborativas. Ao final, esperamos destacar os desafios e contribuições que podem melhorar as pesquisas e experiências daqueles que formam, concebem e participam de práticas colaborativas de DPD-EF em todo o mundo

Towards a pedagogy of love : exploring pre-service teachers' and youth's experiences of an activist sport pedagogical model

Introduction: Several studies demonstrate the benefits of socially critical work in physical education and sport which value the importance of taking action intended for democracy, empowerment and critical reflection (Devis-devis 2006). An ‘ethic of care’ has been proposed as a moral basis for socio-critical work, describing caring or love as being the basis for pedagogic dialogue and commitment to young people (Rovegno and Kirk 1995). Although we have a body of research on socially critical pedagogy in physical education and sport that highlights the importance of an ethic of care (eg. Ennis 1999; Hellison 1978), there is little research that aims to explore teachers’ and youth’s experiences in living this kind of pedagogy. Purpose: The aim of this study was to explore both pre-service teachers’ and youth’s experiences of an activist sport pedagogical model for working with youth from socially vulnerable backgrounds and to interrogate the way in which a pedagogy of love emerged. Participants and settings: Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers (PSTs), 90 youths, and a researcher (the lead author). Data collection/analysis: Data collected included: (a) lead researcher observations collected as field notes; (b) collaborative PSTs group meetings; (c) PSTs’ reflective diaries after each teaching episode; (d) PSTs and youth generated artifacts; and (e) PSTs and youth focus groups and interviews. Data analysis involved induction and constant comparison. Findings: A pedagogy of love emerged when we implemented the activist sport pedagogical model across three semesters in a socially vulnerable context with pre-service teachers and youth. First, a pedagogy of love involved repeatedly challenging inequities. Second, it valued solidarity thereby cultivating a learning community. Finally, it fostered hope and imagination in all participants in order to persevere despite barriers. Implications: We suggest that the activist sport approach could be considered an holistic approach in which teacher/coach and youth interact affectively (Hellison 1978) and showed profound commitment to humanity, conscientization and pedagogic dialogue (Freire 2005)