'The Collision of Two Worlds': When a Teacher-Centered Facilitator Meets a Student-Centered Pedagogy

Autor/inn/en	Nuñez Enriquez, Oscar; Oliver, Kimberly L.
Titel	'The Collision of Two Worlds': When a Teacher-Centered Facilitator Meets a Student-Centered Pedagogy
Quelle	In: Sport, Education and Society, 26 (2021) 5, S.459-470 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuñez Enriquez, Oscar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1738374
Schlagwörter	Mexican Americans; Cultural Influences; Activism; Feminism; Student Centered Learning; After School Programs; Athletics; Clubs; Teacher Role; Physical Activities; Physical Education; Middle School Students; College Students + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Cultural influence; Kultureinfluss; Aktivismus; Politischer Protest; Feminismus; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Leichtathletik; Club; Klub; Lehrerrolle; Körpererziehung; Sportunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Collegestudent
Abstract	Social aspects among Mexican society are based on gender hierarchy influencing every decision-making process. I was taught from a young age that every decision needed to come from me. While I had the opportunity to learn an activist approach to working with youth during my doctoral journey, I never thought it would challenge the epistemology of my personal and professional life. An activist approach is based on critical and feminist pedagogies. As such, Chicana feminist theory invited me to question what has been inherited, learned and imposed throughout life, and how this created a conflict between what I was taught and what I was learning. The purpose of this study was to explore the challenges of a teacher-centered facilitator implementing a student-centered pedagogy. This paper is the result of a four-year critical autoethnography project using an activist approach for working with youth in an after-school sports club. Findings are divided into three sections: (1) learning to understand the influence of cultural backgrounds on becoming an activist teacher/researcher over time, (2) how to negotiate the discomfort and challenges faced in the process of moving from a teacher-centered to student-centered positionality and (3) moving from discomfort to comfort with a student-centered approach. Through this process I began to take inventory of my historical upbringing, creating a space for self-reflexivity that allowed me to deconstruct 'old ways' and merge them with 'new'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01