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

奥林匹克运动会的不断重复，以及国际奥委会 (IOC) 对主办城市的合同义务，推动了范围广泛的教育计划的发展。这些举措借鉴了国际奥委会支持的奥林匹克主义的道德理想主义，并将体育和体育教育（以及其他学科领域）作为教授个人责任、社会价值观和公民责任的场所。尽管有教学美德，奥林匹克教育的发展也有助于说明国内和国家默许国际奥委会成为领先的教育主角的政治要求。然而，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产生相当大的协同作用。然而，制度上的联合，无法保证为最终用户提供互利的伙伴关系和有意义的体验。因此，为了进一步加强学术批评，有必要对奥林匹克教育利益相关者关系进行更多审问。在本文中，我们采用空间理论视角，利用 Henri Lefebvre 的工作，提供一种方法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，并检查 我们采用空间理论视角，利用 Henri Lefebvre 的工作，提供一种方法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，并检查 我们采用空间理论视角，利用 Henri Lefebvre 的工作，提供一种方法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，并检查哟，唐！（Tokyo2020的旗舰项目），我们提出了一个奥林匹克教育空间安排的案例研究。在此过程中，我们将L'Space Olympique概念化；一个充满活力的场所，奥林匹克思想吸引了不同的利益相关者联盟，产生了特定的教育模式，并规定了某些形式的参与行动。虽然教育产出的某些方面可能被认为是有价值的，但对东京 2020 空间的批评揭示了意识形态的不一致、利益相关者的紧张关系、特权的生产形式以及毫无疑问的消费和合规性。