Liston, Katie; id_orcid 0000-0003-3898-0166, Ryan Adams
Center for Health, Exercise and Sport Sciences
Ulster University Research Portal (Ulster University). 2026 May 5.
This chapter reflects on the experiences of two educators (one senior and one early career) involved in the teaching and assessment of a final year undergraduate (UG) module in the sociology of sport, titled Give Sport A Free Pass?, at Ulster University (Belfast). The pedagogical (Freirean) and sociological underpinnings of this module positioned the education of young adults as acts of knowing and a critical approach to reality. Rooted in praxis, learners were afforded the opportunity to reflect upon their social surroundings and develop greater critical consciousness of themselves and others. First, we describe the features of Northern Ireland, education and sport. Then we contextualise the teaching of national identity in a divided society and introduce anonymised illustrations of how students engaged in self- reflection about their identities and were deliberately awakened from a sleep silence and exposed, in guided ways, to habitus codes and identity politics of 'the other', often for the first time. Here we draw on student feedback gleaned over many years. The chapter also reflects on the positionality of the educator as invested in the application of critical pedagogy and public sociology for the betterment of society. To that end, we also pose the question of who and what is silenced in the name of critical pedagogy and we are reminded that knowledge, and progress, is a social, relational and cumulative process.
本章回顾了阿尔斯特大学（贝尔法斯特）两位教育工作者（一位资深教师和一位初入职场的教师）参与体育社会学本科最后一年模块教学与评估的经历，该模块名为《给体育一张免罪符？》。本模块的教学法（弗莱雷主义）和社会学基础将年轻人的教育定位为认知行为和对现实的批判性方法。基于实践，学习者有机会反思他们的社会环境，并对自己和他人形成更强的批判性意识。首先，我们描述北爱尔兰、教育和体育的特点。然后，我们将在分裂社会中民族身份的教学置于具体情境中，并引入匿名示例，说明学生如何对自己的身份进行自我反思，以及如何在引导下，常常是首次从沉睡的沉默中被唤醒，接触到“他者”的惯习代码和身份政治。在此，我们借鉴多年来收集的学生反馈。本章还反思了教育工作者在将批判性教学法和公共社会学应用于改善社会方面的立场。为此，我们还提出了以批判性教学法之名谁被沉默、什么被沉默的问题，并提醒人们，知识和进步是一个社会的、关系性的和累积性的过程。
