Imploding the boundaries of transformative/critical pedagogy and research in physical education and sport pedagogy: looking inward for (self-)consciousness/knowledge and transformation

Abstract

The purpose of this paper is to analyze the concept of ‘transformative pedagogy’ (TP) in physical education and sport pedagogy (PESP) and research in order to provide an alternative perspective on freedom, justice and the limits of transformation. Although some of the limits of TP have already been pointed out in the literature, such limits have been presented as though originating and having to be resolved out there, in socio-cultural–political contexts. In an attempt to redirect the attention from the social to the personal, this paper points out the possibility of TP's limits being also within critical pedagogues and researchers ourselves. After analyzing three barriers to (self-)consciousness/knowledge (SC/K), two viable methods for developing SC/K and transformation are provided.

Keywords:

• Critical pedagogy
• Physical education
• Sport pedagogy
• Self-consciousness
• Inner transformation
• Research
• ‘Reality’
• Freedom
• Justice

Acknowledgements

I thank Lindsay Fitzclarence, Eva Palencia, John Evans and the anonymous reviewers for their keen, yet kind, feedback.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The term vigil is etymologically related to vigilance, meaning to remain alert.

2. Imagine also a Ms or Mrs Mutant.

3. Translator's note: by ‘changing one's mind,’ the author does not mean merely changing one's opinion about something; but, rather, to radically change the way of perceiving and seeing one self and the world.