TY - JOUR
T1 - Facilitation as an act of love
T2 - A self-study of how a facilitator's pedagogy changed over time in the process of supporting a community of learners
AU - Luguetti, Carla
AU - Oliver, Kimberly L.
AU - Parker, Melissa
N1 - Publisher Copyright:
© 2021 Human Kinetics, Inc.
PY - 2021
Y1 - 2021
N2 - Purpose: This study aims to understand how a facilitator's pedagogy changed over time in the process of supporting a community of learners to teach using an activist sport approach. Methods: Self-study framed this four-semester research project. Participants included the lead author, two critical friends, 10 preservice teachers, and 110 youth. Data collected included lead researcher's field notes and debriefing meetings between the lead author and the two critical friends. Results: Findings identified the facilitator's: (a) struggles to create a democratic learning space in a university context, (b) discomfort with giving up control and allowing for various degrees of preservice teachers' engagement, and (c) negotiation of feeling of saudade (the love that remains after someone is gone) while creating a group identity. Discussion/Conclusion: A pedagogy of facilitation as an act of love offers genuine possibilities for decolonizing and reinventing reality by naming, critiquing, and challenging/negotiating forms of oppression.
AB - Purpose: This study aims to understand how a facilitator's pedagogy changed over time in the process of supporting a community of learners to teach using an activist sport approach. Methods: Self-study framed this four-semester research project. Participants included the lead author, two critical friends, 10 preservice teachers, and 110 youth. Data collected included lead researcher's field notes and debriefing meetings between the lead author and the two critical friends. Results: Findings identified the facilitator's: (a) struggles to create a democratic learning space in a university context, (b) discomfort with giving up control and allowing for various degrees of preservice teachers' engagement, and (c) negotiation of feeling of saudade (the love that remains after someone is gone) while creating a group identity. Discussion/Conclusion: A pedagogy of facilitation as an act of love offers genuine possibilities for decolonizing and reinventing reality by naming, critiquing, and challenging/negotiating forms of oppression.
KW - Activist approaches
KW - Community of practice
KW - Facilitator
KW - PETE
UR - http://www.scopus.com/inward/record.url?scp=85091604655&partnerID=8YFLogxK
U2 - 10.1123/JTPE.2019-0193
DO - 10.1123/JTPE.2019-0193
M3 - Article
AN - SCOPUS:85091604655
SN - 0273-5024
VL - 40
SP - 207
EP - 214
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 2
ER -