From freedom to oppression? A Freirean perspective on coaching and indigenous players' journeys to the NRL and AFL.

Autor/inn/en	Light, Richard; Evans, John
Titel	From freedom to oppression? A Freirean perspective on coaching and indigenous players' journeys to the NRL and AFL. Gefälligkeitsübersetzung: Von der Freiheit zur Unterdrückung? Eine freireanische Perspektive auf den Werdegang von Trainern und einheimischen Spielern in der NRL und AFL.
Quelle	Aus: Bradbury, Steven (Hrsg.); Lusted, Jim (Hrsg.): 'Race', ethnicity and racism in sports coaching. London; New York (N.Y.): Routledge (2021) S. 112-127 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	0-367-42669-2; 0-367-85428-7; 1-00-007935-X; 1-00-007936-8; 1-00-007937-6; 978-0-367-42669-9; 978-0-367-85428-7; 978-1-00-007935-7; 978-1-00-007936-4; 978-1-00-007937-1
DOI	10.4324/9780367854287-7
Schlagwörter	Pädagogik; Kultur; Qualitative Analyse; Ethnizität; Australien; Diskriminierung; Freiheit; Lernen; Pädagogik; Rugby; Sportler; Sportsoziologie; Trainer; Karriere; Rassismus; Qualitative Analyse; Kultur; Sportpädagogik; Coaching; Nachwuchstraining; Indigenes Volk; Ethnizität; Lernen; Freiheit; Diskriminierung; Rassismus; Rugby; Sportpädagogik; Sportsoziologie; Karriere; Nachwuchstraining; Trainer; Coaching; Indigenes Volk; Sportler; Australien
Abstract	This chapter draws on findings from a study that inquired into the journeys of Indigenous Australian athletes from their first touch of the 'footy' to reaching the highest levels of their sport as a process of culturally situated learning. It identified two major stages in their development which were (1) the development of the foundations of expertise and a distinctly Aboriginal style of play up to the age of 12 to 13 years old and, (2) meeting the challenges of cultural transitioning towards and into professional sport with Aboriginal culture playing a central role in both stages. Drawing on the work of Paulo Freire we contrast the dialogic pedagogy of learning to play up to around the age of 12, characterised by playing informal, self-regulated games free of adult interference with the highly regulated, monitored and individualised anti-dialogic approach of professional Australian football and rugby league that the participants had to adapt to. We identify the dialogic Aboriginal approach to learning that empowers learners and provides them with dialogic bonds to connect them with their world to contrast it with the anti-dialogic pedagogy of professional sport that dehumanises and objectifies learners and learning. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/4