The origins and (possible) future of practice in undergraduate education in recreation and leisure studies

Abstract

Leisure practice, wherein a professional leads others through an activity or experience, is central to undergraduate education in recreation and leisure studies. This centrality persists despite scholarly critiques that leisure practice is disconnected from systemic social issues (e.g., poverty) which harm leisure participants, professionals, students, faculty, and the communities in which all of the above operate; albeit to highly different degrees. Why has leisure practice then remained disconnected from systemic social problems? I argue that the intent of leisure practice has always been to maintain the current order, not to challenge it. However, our allegiance to practice is not natural or inevitable. Therefore, I position praxis as an alternative organizing concept for undergraduate education in recreation and leisure studies. Praxis involves a critical imagination of how leisure practitioners might use their talents to improve the social conditions which structure everyday life for those most vulnerable.

Keywords:

• Critical pedagogy
• praxis
• teaching

Ethical approval

The author has determined that this paper does not require institutional review because the data discussed below were gathered from existing research, not human subjects.

Disclosure statement

No potential conflict of interest was reported by the author(s).