A Freirean perspective on Indigenous players’ journeys to the NRL and AFL: From freedom to oppression? (2020)
A Freirean perspective on Indigenous players’ journeys to the NRL and AFL: From freedom to oppression?
Richard L Light & John R Evans
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 he highest levels of their sport as a process of culturally situated learning. It identified two major stages of development 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 twelve to thirteen years of age and, (2) meeting the challenges of cultural transitioning toward 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 twelve, characterized by playing informal, self-regulated games free of adult interference with the highly regulated, monitored and individualized 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 dehumanizes and objectifies learners and learning.
CitationLight R,Evans J (2020). A Freirean perspective on Indigenous players’ journeys to the NRL and AFL: From freedom to oppression?. In Bradbury S, Lusted J, Van Sterkenburg J (Ed.), Race, ethnicity and racism in sport coaching.: 112-127. London and New York: Routledge.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research45 - Indigenous studies::4502 - Aboriginal and Torres Strait Islander education
39 - Education::3901 - Curriculum and pedagogy::390111 - Physical education and development curriculum and pedagogy
39 - Education::3902 - Education policy, sociology and philosophy::390299 - Education policy, sociology and philosophy not elsewhere classified
RightsAll rights reserved unless otherwise stated
Showing items related by title, author, creator and subject.
The status of Te Ātiawa histories of place in Port Nicholson Block (Wellington, Hutt Valley) secondary schools: Some research findings Manning, Richard (2009)This article outlines the research methodology and some key findings from my doctoral research project (Manning, 2008), which examined the status of Te Atiawa histories of place in Port Nicholson Block secondary schools' ...
Spurgin C; Combs MC; Tolbert, Sara (AERA, 2021)The present study considers how novice teachers become language policymakers in linguistically hegemonic schooling contexts. We used critical discourse analysis (Fairclough, 2010) for transcribed interviews and classroom ...
Schools celebrating place and community: a study of two rural schools in Bangladesh and New Zealand Hasnat MA; Greenwood, Janinka (2021)