title: “They’re scared to coach us Paras”:  Understanding the social reproduction of  ableism in disability sport coaching

authors: Clare, Olivia

subjects: Ableism

abstract: In recognising the ableism disabled children and young people are exposed to through sport, this research investigated the mechanisms for the reproduction of ableism in and through coaching. Through semi-structured interviews, the learning journeys of ten disability sport coaches were explored. Drawing on a critical sociological framework, data analysis involved an abductive approach with Bourdieu’s sociology and ableism as sensitising concepts. In addition, Charlie’s story, the experiences of a young disabled person, is presented as a further sensitising concept. By applying Bourdieu’s theory and practice in conjunction with ableism, the interrelatedness of the theories was demonstrated. The research found that disability sport exists as a sub-field, kept at arm's-length from the mainstream sport field. As such, coaches’ mobility between sport and disability sport was constrained and often serendipitous. Further, disability knowledge was marginalised in coach education and positioned as optional and ‘other’. This optional othering is a manifestation of the institutionalised ableism of the coach education system. Further, the pedagogies used within coach education reinforced enlightened and benevolent forms of ableism. The analysis suggested that ableism is present in the field, habitus and distribution of capital and is, therefore, hard to challenge and is predisposed to reproduction. The field’s socialising conditions transmit certain orientations towards disability, bodies, and sport.  Dispositions toward disability were informed by the field of power and its inherent compulsory able-bodiedness. The findings evidenced that ableism exists as doxa (accepted practice that goes without saying) within the field of sport and sub-field of disability sport. Ableism is woven into the fabric of coaching and forms a part of the classifying principles which are instilled in coaches’ habitus through doxa. Thus, it is ableism that guides how coaches perceive, interpret and act in the disability sport field. Furthermore, doxa (ableism) was more influential on coaches’ learning than coach education. Understanding ableism as doxa within the field of disability sport provides critical insight into how social and symbolic structures constrain coach learning. No matter how well-meaning coaches are, ableism is inscribed in habitus through doxa.

text: “They’re scared to coach us Paras”:  Understanding the social reproduction of  ableism in disability sport coaching In recognising the ableism disabled children and young people are exposed to through sport, this research investigated the mechanisms for the reproduction of ableism in and through coaching. Through semi-structured interviews, the learning journeys of ten disability sport coaches were explored. Drawing on a critical sociological framework, data analysis involved an abductive approach with Bourdieu’s sociology and ableism as sensitising concepts. In addition, Charlie’s story, the experiences of a young disabled person, is presented as a further sensitising concept. By applying Bourdieu’s theory and practice in conjunction with ableism, the interrelatedness of the theories was demonstrated. The research found that disability sport exists as a sub-field, kept at arm's-length from the mainstream sport field. As such, coaches’ mobility between sport and disability sport was constrained and often serendipitous. Further, disability knowledge was marginalised in coach education and positioned as optional and ‘other’. This optional othering is a manifestation of the institutionalised ableism of the coach education system. Further, the pedagogies used within coach education reinforced enlightened and benevolent forms of ableism. The analysis suggested that ableism is present in the field, habitus and distribution of capital and is, therefore, hard to challenge and is predisposed to reproduction. The field’s socialising conditions transmit certain orientations towards disability, bodies, and sport.  Dispositions toward disability were informed by the field of power and its inherent compulsory able-bodiedness. The findings evidenced that ableism exists as doxa (accepted practice that goes without saying) within the field of sport and sub-field of disability sport. Ableism is woven into the fabric of coaching and forms a part of the classifying principles which are instilled in coaches’ habitus through doxa. Thus, it is ableism that guides how coaches perceive, interpret and act in the disability sport field. Furthermore, doxa (ableism) was more influential on coaches’ learning than coach education. Understanding ableism as doxa within the field of disability sport provides critical insight into how social and symbolic structures constrain coach learning. No matter how well-meaning coaches are, ableism is inscribed in habitus through doxa.

year: 2024-10-01

title: A pedagogical model for ethical inquiry into socioscientific issues in science

authors: Saunders, Kathryn J.

subjects: socioscientific issues

abstract: Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today’s increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

text: A pedagogical model for ethical inquiry into socioscientific issues in science Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today’s increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

year: 2013

title: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour

authors: Glynn, Ted

subjects: Maori

abstract: The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

text: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

year: 2003