ABSTRACT

There is a body of research that indicates the need for community-driven and culturally responsive pedagogies in sport-based interventions. There is much to learn from the pedagogical approaches and experiences of African Australian refugee-background coaches who work with refugee-background young people toward acceptance and affirmation of their cultural and racial identities. This paper explores African Australian refugee-background coaches’ pedagogies in working with African Australian refugee-background young people in a grassroots football programme in Melbourne. Participants included an African Australian refugee-background young woman and four coaches. Data collection spanned a six-month period and included observations and semi-structured interviews. The findings were analysed using Ladson-Billings’ [Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465; Ladson-Billings, G. (2009). The dreamkeepers : Successful teachers of African American children. Jossey-Bass Publishers; Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. The Remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751] conceptualisation of Culturally Relevant Pedagogy. The study identified three main themes. First, the coaches considered themselves ‘barrier breakers’: they were able to connect the African Australian refugee-background young people to different resources in and outside of sports contexts to develop their success in football and in life. Second, the coaches considered the sport programme ‘a family’ where they were willing to nurture and support cultural competence by sharing power with the participants and their community. Third, the coaches created spaces for young people to develop awareness that allowed them to critique some of the social inequities experienced. Future studies should continue to move beyond a focus on predominantly white and middle-class providers and coaches in sport-based interventions. By including and foregrounding the voices of coaches who have diverse experiences, more diverse cultural knowledges are validated, enabling the translation of this knowledge into more culturally responsive sport programmes.

摘要

有大量研究表明，在基于体育的干预措施中需要社区驱动和文化响应式教学法。非洲裔澳大利亚难民背景教练的教学方法和经验有很多值得学习的地方，他们与难民背景的年轻人一起工作，以接受和肯定他们的文化和种族身份。本文探讨了非洲裔澳大利亚难民背景的教练在墨尔本的一个草根足球项目中与非裔澳大利亚难民背景的年轻人合作​​的教学法。参与者包括一名非洲裔澳大利亚难民背景的年轻女子和四名教练。数据收集跨越六个月，包括观察和半结构化访谈。使用 Ladson-Billings 的 [Ladson-Billings, G. (1995b) 对研究结果进行了分析。美国教育研究杂志，32（3），465–491。https://doi.org/10.3102/00028312032003465；拉德森-比林斯，G.（2009 年）。梦想家：非洲裔美国儿童的成功教师。乔西-巴斯出版商；拉德森-比林斯，G.（2014 年）。文化相关的教学法 2.0：Aka The Remix。哈佛教育评论, 84(1), 74–84。https://doi.org/10.17763/haer.84.1.p2rj131485484751] 文化相关教育学的概念化。该研究确定了三个主要主题。首先，教练们认为自己是“障碍破坏者”：他们能够将非洲裔澳大利亚难民背景的年轻人与体育环境内外的不同资源联系起来，从而在足球和生活中取得成功。其次，教练们认为体育项目是一个“家庭”，他们愿意通过与参与者及其社区分享权力来培养和支持文化能力。第三，教练为年轻人创造了培养意识的空间，使他们能够批评所经历的一些社会不平等现象。未来的研究应继续超越以白人和中产阶级为主的运动干预提供者和教练的关注。通过包含并突出具有不同经验的教练的声音，可以验证更多不同的文化知识，从而将这些知识转化为更具文化响应性的体育项目。