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Purdy, L, Kohe, GZ and Barker-Ruchti, N (2024) Possibilities for an internationalised, inclusive pedagogy for transnational sport education: The case of a safe sport education programme in Lithuania. Sport, Education and Society. ISSN 1357-3322
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Possibilities for an internationalised, inclusive pedagogy for transnational sport education The case of a safe sport education programme in Lithuania.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (751kB) | Preview |
Abstract
Global education is a priority in the Higher Education (HE) system of all nations. In sport degree programmes in HE, the internationalisation trend is also noticeable. However, working in transnational education settings may bring to light, and generate existential and pedagogical contemplation of some of the foundational principles and assumptions about effective teaching. This paper aims to extend theoretical understanding of the confluence of internationalisation and educational modalities to fostering critical thinking. And, illustrate how building language-sensitivities in variable delivery may yield effects upon positive classroom experiences and establishing a ‘safe’ space for communication and learner-informed/learner-led dialogue. Based on a case study of a safe sport education programme for university student-athletes in Lithuania, this paper features a narrative that amalgamates: 1) descriptions of the practical context, session structure, and delivery; 2) reflections on the sessions from the lead author; and, 3) focus group data from student participants. The case presented reveals that irrespective of an educator’s efforts to acculturate to the distinct context, continued uncertainties regarding the teaching environment, language and cultural differences, and learners’ understandings of subject content remained perennial concerns. Such issues necessitated adopting careful session design that incorporated a breadth of methods to make students’ experiences more meaningful and inclusive. Key here was the consideration of language and conceptual assumptions (e.g., vis-a-vis ‘safe’ sport), and wider Western-hegemonic frameworks of what sport is/is not. The analysis illustrates how efforts to consider language, use student-co-creation, and blended learning can be effective in generating a comfortable space for interaction, communication, and learning. Thus, this paper contributes to continuing debates on transnational education, internationalisation in HE, and roles sport content may play in generating global dialogue on critical contemporary issues.
| Item Type: | Article |
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| Uncontrolled Keywords: | transnational; Higher Education; safe sport; translanguaging; inclusive pedagogy; 1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Sport Sciences |
| Subjects: | H Social Sciences > HF Commerce > HF5001 Business L Education > L Education (General) G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports |
| Divisions: | Liverpool Business School |
| Publisher: | Taylor and Francis Group |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 07 Nov 2024 11:27 |
| Last Modified: | 21 Nov 2024 14:30 |
| DOI or ID number: | 10.1080/13573322.2024.2429560 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/24700 |
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