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Possibilities for an internationalised, inclusive pedagogy for transnational sport education: the case of a safe sport education programme in Lithuania
Liverpool Business School, Liverpool John Moores University, Liverpool, UK; Institute of Educational Research, Education Academy, Vytautas Magnus University, Kaunas, Lithuania.
School of Sport & Exercise Sciences, University of Kent, Canterbury, UK.
Örebro University, School of Health Sciences.ORCID iD: 0000-0002-3918-7904
2024 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

Global education is a priority in the Higher Education (HE) system of all nations. In sport degree programmes in HE, the internationalisation trend is also noticeable. However, working in transnational education settings may bring to light, and generate existential and pedagogical contemplation of some of the foundational principles and assumptions about effective teaching. This paper aims to extend theoretical understanding of the confluence of internationalisation and educational modalities to fostering critical thinking. And, illustrate how building language-sensitivities in variable delivery may yield effects upon positive classroom experiences and establishing a 'safe' space for communication and learner-informed/learner-led dialogue. Based on a case study of a safe sport education programme for university student-athletes in Lithuania, this paper features a narrative that amalgamates: (1) descriptions of the practical context, session structure and delivery; (2) reflections on the sessions from the lead author; and, (3) focus group data from student participants. The case presented reveals that irrespective of an educator's efforts to acculturate to the distinct context, continued uncertainties regarding the teaching environment, language and cultural differences, and learners' understandings of subject content remained perennial concerns. Such issues necessitated adopting careful session design that incorporated a breadth of methods to make students' experiences more meaningful and inclusive. Key here was the consideration of language and conceptual assumptions (e.g. vis-a-vis 'safe' sport), and wider Western-hegemonic frameworks of what sport is/is not. The analysis illustrates how efforts to consider language, use student-co-creation and blended learning can be effective in generating a comfortable space for interaction, communication and learning. Thus, this paper contributes to continuing debates on transnational education, internationalisation in HE and roles sport content may play in generating global dialogue on critical contemporary issues.

Place, publisher, year, edition, pages
Routledge, 2024.
Keywords [en]
Transnational, higher education, safe sport, translanguaging, inclusive pedagogy
National Category
Sport and Fitness Sciences
Identifiers
URN: urn:nbn:se:oru:diva-117426DOI: 10.1080/13573322.2024.2429560ISI: 001359357700001Scopus ID: 2-s2.0-85209992274OAI: oai:DiVA.org:oru-117426DiVA, id: diva2:1914986
Note

This work was supported by Edge Hill University.

Available from: 2024-11-20 Created: 2024-11-20 Last updated: 2025-02-11Bibliographically approved

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Barker-Ruchti, Natalie

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