ABSTRACT

Perennial iterations of Olympic Games, and the International Olympic Committee’s (IOC) contractual obligations upon host cities, have prompted development of wide-ranging educational initiatives. Such initiatives draw on the moral idealism of Olympism underpinning the IOC and focus on sport and Physical Education (and other subject areas) as sites in which to teach personal responsibility, social values and civil responsibility. Pedagogical virtues notwithstanding, Olympic education development also serves to illustrate domestic and State acquiescence to the IOC’s political imperative to be a leading educational protagonist. Delivery of Olympic education, however, is complex and requires considerable ideological and practical synergies between institutions at international, national and local levels. Yet, institutional coalescence, mutually beneficial partnerships and meaningful experiences for end-users cannot be guaranteed. Accordingly, and furthering scholarly criticism, greater interrogation of Olympic education stakeholder relations is warranted. In this article, we employ a spatial theoretical perspective utilising the work of Henri Lefebvre to provide a means to understand educational stakeholders’ connections and activities related to the Tokyo 2020 Olympic Games. Drawing primarily on key stakeholders’ network activity, and examinations of Yoi, Don! (Tokyo2020’s flagship project), we present a case study of Olympic education spatial arrangements. In doing so, we conceptualise L’Space Olympique; a dynamic site in which Olympic thought attracts distinct stakeholder alliances, produces specific educational modes, and dictates certain forms of participatory action. While aspects of the educational output may be considered merit worthy, critique of Tokyo2020 space reveals ideological incongruities, stakeholder tensions, privileged production forms, and unquestioned consumption and compliance.

摘要

奥运会的多年迭代以及国际奥委会（IOC）对主办城市的合同义务，促使人们开发了广泛的教育计划。这些举措利用了奥林匹克运动的道德理想主义作为国际奥委会的基础，并将重点放在体育和体育（以及其他学科领域）上，作为传授个人责任，社会价值和公民责任的场所。尽管具有教学上的美德，奥林匹克教育的发展也可以说明国内和国家对国际奥委会成为主要教育主角的政治要求的默许。但是，奥林匹克教育的提供是复杂的，需要国际，国家和地方各级机构之间在思想上和实践上有相当大的协同作用。然而，机构合并，不能保证互利的伙伴关系和对最终用户有意义的经验。因此，随着学术界的批评，对奥林匹克教育利益相关者关系的审讯是必要的。在本文中，我们利用亨利·莱菲弗尔（Henri Lefebvre）的工作从空间理论的角度出发，为理解教育利益相关者与2020年东京奥运会相关的联系和活动提供了一种手段。主要利用主要利益相关者的网络活动以及对 我们利用亨利·勒费弗尔（Henri Lefebvre）的工作从空间理论的角度出发，提供一种手段来了解教育利益相关者与2020年东京奥运会相关的联系和活动。主要利用主要利益相关者的网络活动以及对 我们利用亨利·勒费弗尔（Henri Lefebvre）的工作从空间理论的角度出发，提供一种手段来了解教育利益相关者与2020年东京奥运会相关的联系和活动。主要利用主要利益相关者的网络活动以及对i，唐！（Tokyo2020的旗舰项目），我们以奥林匹克教育空间安排为例。在此过程中，我们将L'Space Olympique概念化；一个充满活力的场所，奥林匹克思想在该场所吸引了独特的利益相关者联盟，产生了特定的教育模式，并规定了某些形式的参与性行动。虽然教育成果的某些方面可能值得考虑，但对Tokyo2020空间的批评却显示出意识形态上的不一致，利益相关者之间的紧张关系，特权的生产形式以及毫无疑问的消费和合规性。