Since 2013, Freire’s pedagogy has been introduced to the scholarly field of Sport for-Development and peace (SDP). This adds a pedagogical framework, to the extensive evaluative, developmental and sociological frameworks used to observe the SDP field. As such, this thesis examines Paolo Freire’s pedagogical principles, to understand what SDP practices best deliver these principles through the comparative analysis of two SDP initiatives, the Kicking AIDS Out Caribbean project and the Gatekeepers Programme, in Trinidad and Tobago (T&T).The thesis is compiled through a post-colonial lens, matching Freire’s pedagogy and SDP to the contextual make-up of T&T. Theoretically, the study introduces Paolo Freire’s pedagogy, as a pedagogy of possibility, whilst also presenting its repressive myths which is contradictory to its post-colonial reasoning. The literature review deconstructs Freire’s pedagogy further into its component principles and their current utilisation in SDP. This determines not only the scarcity of literature on the combination of Freire and SDP, but the little information on what practices deliver these principles in SDP settings. As a result, the thesis utilises a phenomenographic methodological approach to examine the qualitatively different ways in which the participants of the study, practically experience Freirean pedagogical principles in their SDP initiatives. Through, phenomenographic interviews and observations, 25informants ranging from age 18 to 61, provided experiential insights of practice within their SDP initiative. Conclusively, the study demonstrates that within an SDP setting, certain practices align to, and deliver certain Freirean principles. Furthermore, the study investigate show Freire is implicitly alive in the post-colonial landscape of T&T. By exploring the Venezuelan crisis, the cultural phenomenon of the sweat, and the contextual results attached to determining an SDP initiative as a programme or project; the study explains Freire’s implicit nature in T&T. Moreover, and even though the prism in which Freirean pedagogy is viewed within the study is mostly positive, the thesis identifies how Freire’s early conceptions when taken can be problematic for women’s possibilities in SDP, if not managed. This therefore provides crucial insights for engaging with Freirean pedagogy within SDP moving forward.
|Date of Award||18 Jul 2022|
|Supervisor||Karen Heard-Laureote (Supervisor), Oscar Mwaanga (Supervisor) & Dominic Cunliffe (Supervisor)|