Peace Education through Sport: Critical Pedagogy for Conflict Literacy
Munroe, Amanda S.
Wisler, Andria K
This thesis presents the findings and analysis of an empirical research project on peace education through sport. The data set is made up of expert interviews with scholars, practitioners, and coaches and supplemented by ethnographic records about youth sport programs collected by the author in the Federal Republic of Germany between May and August of 2011. Part of a global mapping project on sport and peace, the research investigated what approaches and methods select sport programs for youth in Germany consider most effective for peace education. A grounded theory approach (Charmaz, 2011) was used to code, categorize, and analyze the data, and simultaneous desk research in critical pedagogy and anti-extremist education was conducted through the constant comparative (Creswell, 2007) research method. It is argued that critical literacy provides a terminology by which sport and peace initiatives might express their theories of change. A new concept is presented as one explanation for peace education through sport: critical conflict literacy. The research analysis is supported with excerpts from the raw data and the concept is contextualized within Germany's security climate. Based on Galtung's theory of violence and peace, the thesis asserts that critical conflict literacy is one method for addressing violence (specifically, direct violence in extremism) in Germany. Implications for the current European security environment conclude the thesis.Keywords: Anti-Extremist Education, Conflict Resolution, Critical Literacy, Critical Pedagogy, European Union, Experiential Education, Extremism, Germany, Integration, Peacebuilding, Peace Education, Pedagogy, Multiculturalism, Sport for All, Sport for Peace and Development, Sport for Social Change, Terrorism, Youth and Violence
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