On racism and prejudice: exploring post-critical possibilities for service-learning within physical education teacher education

Abstract

Service-learning (S-L) is becoming an increasingly prominent pedagogical practice within physical education teacher education (PETE) contexts [Miller, M. P., & Nendell, J. D. (Eds.). (2011). Service-learning in physical education and related professions: A global perspective. Sudbury, MA: Jones and Bartlett]. While numerous benefits for students and community partners have been reported, S-L programs are not without their critics. Concerns primarily centre upon the problematic nature of the server–served dichotomy which typically places students (as servers) in positions of power and privilege; reasserting notions of ethnocentrism and paternalism. Responding to these limitations, and drawing upon Biesta's [2006. Beyond learning. Boulder, CO: Paradigm Publishers, 2013. Receiving the gift of teaching: From learning from to being taught by. Studies in Philosophy and Education, 32(5), 449–461] idea of a pedagogy of interruption, the aim of this research project was to implement a unique approach to S-L within a PETE context, which aimed to reframe ethical responsibility towards the ‘Other’. Through this approach, students were invited into community partner engagements where they could be open to the possibility of ‘being taught by the Other’ [Biesta, G. (2013). Receiving the gift of teaching: From learning from to being taught by. Studies in Philosophy and Education, 32(5), 449–461]. Using self-study research methodology and drawing upon psychoanalytic theory in education [Biesta, G. (2006). Beyond learning. Boulder, CO: Paradigm Publishers; Britzman, D. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: State University of New York Press; Todd. S. (2001). ‘Bringing more than I contain’: Ethics, curriculum and the pedagogical demand for altered egos. Journal of Curriculum Studies, 33(4), 431–450], I reflected upon this approach to S-L. I sought to make sense of my experiences of deep discomfort when engaging with this difficult pedagogical work, as well as the experiences of racism and prejudice revealed by PETE students.

Notes on contributor

Judy Bruce is Senior Lecturer in the School of Sport and Physical Education at the University of Canterbury. She has particular research interests in critical literacies and diversity in education. Judy is currently undertaking research study in critical global citizenship education, community engagement and service-learning.

Notes

¹Ethical approval was granted by the University of Canterbury Human Ethics Committee for Educational Research.