Sustainable bonds through Critical Feminist Service-Learning among its participantsA case study in Physical Activity and Sport programs

  1. Cuenca-Soto, Nuria 1
  2. Martínez-Muñoz , Luis Fernando 1
  3. Chiva-Bartoll, Oscar 2
  4. Santos-Pastor, Mª Luisa 1
  1. 1 Universidad Autónoma de Madrid, Madrid, España
  2. 2 Universitat Jaume I, Castellón, España
Aldizkaria:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Argitalpen urtea: 2024

Zenbakien izenburua: Hacia una Educación Física transformadora: Aprendizaje-Servicio

Alea: 17

Zenbakia: 35

Orrialdeak: 17-32

Mota: Artikulua

DOI: 10.25115/ECP.V17I35.9714 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Espiral. Cuadernos del profesorado

Laburpena

This study focuses on the implementation of a Critical Feminist Service-Learning project in an Outdoor Physical-Sport Activities course, part of the degree program in Physical Activity and Sports Sciences. Employing a qualitative case study approach, our aim is to understand the impact of this initiative on a group of women doctoral candidates (partners), undergraduate students, and professors. We collect data through in-depth interviews, participant observation, reflective journals, and associated resources. The findings suggest that professors play a key role in educational transformation, challenging paradigms, and promoting horizontal relationships. For undergraduate students, participating in the project offers a transformative experience, developing social and emotional skills linked to empathy in real-world educational environments and promoting the applicability of gender-sensitive practices. Doctoral candidates gain critical awareness of gender and body image in physical activity and sports, examine their vulnerabilities, and explore physical activity practices adaptable to their interests. Conclusions underscore the significance of integrating concrete actions addressing gender norms and stereotypes in Physical Activity and Sports, acknowledging temporal limitations, the need for long-term commitments, and overcoming institutional barriers when implementing Critical Feminist Service-Learning. Outdoor Physical-Sport Activities, when approached from this perspective, are an essential component, fostering mutual care and sustainable connections among its participants.

Erreferentzia bibliografikoak

  • Azzarito, L., & Katzew, A. (2010). Performing Identities in Physical Education, Research Quarterly for Exercise and Sport, 81(1), 25-37. https://doi.org/10.1080/02701367.2010.10599625
  • Capella-Peris, C., Gil-Gómez, J., & Chiva-Bartoll, O. (2020). Innovative analysis of service-learning effects in physical education: A mixed-methods approach. Journal of Teaching in Physical Education, 39, 102-110. https://doi.org/10.1123/jtpe.2019-0030
  • Chiva-Bartoll, O., Santos-Pastor, M.L., Martínez-Muñoz, F., & Salvador-García, C. (2019). Valoración del impacto del aprendizaje-servicio universitario en el ámbito de la actividad física y el deporte: una propuesta desde la teoría de stakeholders. PUBLICACIONES, 49(4), 29–48. https://doi.org/10.30827/publicaciones.v49i4.11727
  • Chiva-Bartoll, O., Santos-Pastor, M.L., Martínez-Muñoz, L.F., & Ruiz-Montero, P.J. (2021). Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish PETE students. Journal of Gender Studies. https://doi.org/10.1080/09589236.2021.1937079
  • Clark-Taylor, A. (2017). Developing critical consciousness and social justice self-efficacy: Lessons from feminist community engagement student narratives. Journal of Higher Education Outreach and Engagement, 21, 81–116. https://bit.ly/2Xh5Y7h
  • Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241.
  • Creswell, J.W., & Poth, C.N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • Cuenca-Soto, N., Martínez-Muñoz, L.F., Chiva-Bartoll, O., & Santos-Pastor, M.L. (2023b). Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences. Teaching in Higher Education, 28(5), 1057-1076. https://doi.org/10.1080/13562517.2023.2197110
  • Cuenca-Soto, N., Santos-Pastor, M.L., Chiva-Bartoll, O., & Martínez-Muñoz, L.F. (2023a). Challenging paradigms: integrating Critical Feminist Service-Learning into Higher Education Physical Activity and Sport programs. Retos, 52, 1–12. https://doi.org/10.47197/retos.v52.101474
  • Eretzian-Smirles, K. (2011). Service learning in a psychology of women course: transforming students and the community. Psychology of Women Quarterly, 35(2), 331-334. https://doi.org/10.1177/0361684311403660
  • Fitzpatrick, K., & Enright, E. (2017). Gender sexuality and physical education. En: C.D., Ennis (Ed.), Routledge handbook of physical education pedagogies (pp. 337-349). Routledge. https://bit.ly/3vlI5Z5
  • García-Rico, L., Martínez-Muñoz, L.F., Santos-Pastor, M.L., & Chiva-Bartoll, O. (2021). Service-learning in physical education teacher education: a pedagogical model towards sustainable development goals, International Journal of Sustainability in Higher Education, 22(4), 747-765 https://doi.org/10.1108/IJSHE-09-2020-0325
  • Hauver, J., & Iverson, S.V. (2018). Critical Feminist Service-Learning: Developing Critical Consciousness. En D.E. Lund (Ed.). The Wiley International Handbook of Service-Learning for Social Justice (pp. 97–121). John Wiley & Sons.
  • Hinojosa-Alcalde, I., & Soler-Prat, S. (2021). Critical Feminist Service-Learning: A Physical Activity Program in a Woman’s Prison. International Journal of Environmental Research and Public Health Health, 18(14), 7501. https://doi.org/10.3390/ijerph18147501
  • Iverson, S.V., & James, J.H. (2014). Feminist community engagement: Achieving praxis. Palgrave Macmillan.
  • Jiménez-Millán, A., García-Cano, M., & Hinojosa-Pareja, E.F. (2020). Aprendizaje-Servicio y Mujeres de cine: el Making of en innovación. Revista de Innovación y Buenas Prácticas Docentes, 9(2), 107-122. https://doi.org/10.21071/ripadoc.v9i2.12995
  • Marr, V.L. (2014). Growing ‘homeplace’ in critical service-learning: an urban womanist pedagogy. PhD Thesis, Wayne State University, US.
  • Martin, J.L., & Beese A.J. (2016). Girls talk back: changing school culture through feminist and S-L pedagogies. The High School Journal, 99(3), 211-233. http://dx.doi.org/10.1353/hsj.2016.0007
  • Mitchell, T.D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65. http://hdl.handle.net/2027/spo.3239521.0014.205
  • Murphy-Graham, E. (2012). Opening minds, improving lives: Education and women’s empowerment in Honduras. Vanderbilt University Press.
  • Naples, N.A., & Bojar, K. (Eds.). (2002). Teaching feminist activism: Strategies from the field. Routledge.
  • Rooks, D. (2018). Getting to No: The Need for Gender-Conscious Pedagogy in Service-Learning Courses. En E. Levintova & A. Staudinger (Eds.), Gender in the Political Science Classroom (pp. 167-195). Indiana University Press. https://bit.ly/3b2JaM5
  • Serra-Payeras, P., Soler-Prat, S., Vilanova-Soler, A., & Hinojosa-Alcalde, I. (2019). Masculinización en estudios de las ciencias de la actividad física y el deporte. Apunts Educación Física y Deportes, 35(135), 9-25. https://doi.org/10.5672/apunts.2014-0983.es.(2019/1).135.01
  • Soler-Prat, S. (2009). Reproduction, resistance and change processes of traditional gender relationships in physical education: The case of football, Cultura y Educación, 21(1), 31–42. https://doi.org/10.1174/113564009787531253
  • Tryon, E., & Stoecker, R. (2008). The unheard voices: Community organizations and service-learning. Journal of Higher Education Outreach and Engagement, 12(3), 47-60. https://cutt.ly/VTkU4mH
  • Vergés-Bosch, N., Freude, L., & Camps-Calvet, C. (2021). Service Learning with a Gender Perspective: Reconnecting Service Learning with Feminist Research and Pedagogy in Sociology. Teaching Sociology, 49(2), 136-149. https://doi.org/10.1177/0092055X21993465
  • Webb, P., Cole, K., & Skeen, T. (2007). Feminist social projects: Building bridges between communities and universities. College English, 69(3), 238-259. https://doi.org/10.2307/25472208
  • Williams, R.L., & Ferber, A.L. (2008). Facilitating smart-girl: Feminist pedagogy in service learning in action. Feminist Teacher, 19(1), 47-67. https://www.jstor.org/stable/40546073
  • Yin, R. (2014). Case Study Research: Design and Methods. Sage Publications.
Datuen iturria: Dialnet