Undergraduate Course: Sport, Education and Social Justice (SPRT10058)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Available to all students
|Summary||This optional course to be taken in year 3 or 4 critically examines the place of sport and sport organisations in the quest for more socially just education for young people marginalised by mainstream education systems and society. It explores how sport-based interventions mirror the strengths and limitations of alternative education, in particular whether they contribute to or undermine the quest for a more radical and democratic education system.
This course draws on relevant theories to critically discusses the structural, ideological and institutional roots of educational disadvantage and the ability of sport-based interventions to overcome them so marginalised pupils can flourish in and beyond school.
The role of sport in addressing deep-rooted social problems has increased in prominence as austerity policies have seen the state withdraw from services previously delivered directly. Some sport organisations now deliver innovative education programmes that bridge the gap between working class pupils and their middle class teachers, while others work in partnership with other agencies to deliver primary and secondary schools. However, within the 'sport for change' agenda at the practical, policy and theoretical level - the contribution of sport to alleviating some pupils' disenfranchisement from mainstream schooling and society is under-examined. Through extensive critical scholarship on 'education and social justice' and 'sport for change', this course engages students in topical debates about the role of sport in delivering inclusive education and closing the poverty-related attainment gap.
Combining critical scholarship, case studies and input from practitioners delivering sporting interventions designed to address educational disadvantage, students will explore whether sport-based interventions provide 'pedagogies of hope' that challenge deficit views of disadvantaged pupils by embracing models of education based on trust, respect and fostering a sense of belonging.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Critically assess the impact of political ideology, societal inequality and social class on the roots of some young people's disenfranchisement from mainstream education systems
- Demonstrate a critical understanding of the value of sport interventions in closing the poverty related attainment gap
- Critically review the implications of local, national and global education policies for sport-based programmes seeking to deliver more inclusive educational experiences
- Critically assess theoretical explanations of inclusion and social justice and discuss their relevance for egalitarian sport-based educational interventions
- Critically discuss how social theory informs our understanding of young people's disenfranchisement from mainstream education and sport-based interventions' roles in re-connecting them to it
|Arshad, R., Wrigley, T. & Pratt, L. (eds) (2019) Social Justice Re-examined: Dilemmas and Solutions for the Classroom Teacher. London: Trentham Books Ltd.|
Fielding, M. & Moss, P. (2010) Radical Education and the Common School: A Democratic Alternative. London: Routledge.
Keddie, a. & Mills, M. (2019) Autonomy, Accountability and Social Justice: Stories of English Schooling. London: Taylor & Francis Ltd.
Magee, J., Spaaij, R. & Jeanes, R. (2014) Sport and Social Exclusion in Global Society. London: Routledge.
Smyth, J., Wrigley, T. and McInerney, P. (2018) Living on the Edge: Rethinking poverty, class and schooling. 2nd edition, Oxford: Peter Lang
|Graduate Attributes and Skills
||Research and enquiry: critical analysis, application of relevant theories
Personal and Intellectual Autonomy: independent study.
Communication: oral communication, written communication.
Group work and cooperation: effective contribution to group project
|Keywords||Sport,Social Justice,Alternative Education,Critical Pedagogy,Sociology,Poverty,Social Class
|Course organiser||Dr Gavin Reid
Tel: (0131 6)51 6654
|Course secretary||Mrs Alta Mene
Tel: (0131 6)51 6381