Sport for Development

Sport for Development and Peace (SDP)

Introduction

• SDP Socio-Cultural Perspectives

• C Hayhurst, 2024

Agenda

• Key Learning Objectives for lecture

• Introduction to Sport for Development & Peace (SDP)

• Concept of “Reflexive Humility”

• Key concepts in SDP

• Recommendations for reflexive practice in SDP research and practice

• Connecting themes to bicycles, mobility justice, and development

Learning Objectives

• Define and understand SDP in comparison to related concepts (e.g., 'sport for good')

• Examine approaches to maximize benefits and minimize harms in sport's contributions to global development

• Understand politics related to global citizenship and youth-focused volunteering opportunities in SDP

• Discuss navigation of these themes as current or potential volunteers/interns/employees

Introducing Sport for Development & Peace

• SDP is a growing social movement utilizing sport to achieve development goals

• Not a new concept; sport as a means for social development has historical roots (Kidd, 2008)

Understanding ‘Sport’ in the ‘Development’ Context

• Characteristics of Sport:

  • Physical and cultural dimensions

  • Competitive, recreational, non-competitive aspects

• Sport as an agent of social, economic, and political change

• Exploration of sport's reflection of society

What is ‘Development’?

• Characteristics of Global South countries (Levermore & Beacom, 2009):

  • Poor material standards of living

  • Limited infrastructure, including education

  • Poor nutritional standards and limited access to clean water

• Definition:

  • Aims to improve life chances globally, especially in low-income countries

  • Objective: Enhance people’s choices and create enabling environments for long, healthy, creative lives (ul Haq, 1990)

• Critical Questions:

  • What are potential criticisms of these definitions?

Key Conceptual Issues in SDP

• Interrelations of terms like sport, peace, and development often mask complexities

• Areas of focus:

  • Humanitarian sport assistance

  • Differentiation between sport for development and sport development

A Reflexive Sense of Humility

• Scholars and practitioners should foster informed reflexivity about SDP's possibilities and contradictions (Kidd, 2011)

What is Reflexivity?

• Engaging with power differences and social locations meaningfully (McEwan, 2009)

Engaging the World

• York University’s Global Engagement Strategy (2022-2027)

Reflexive Humility & Me

• Encouragement of self-reflection on personal engagement and its implications

Key Concepts in SDP

• ‘Sport for Good’ vs. ‘Sport for Development’:

  • Belief in the civilizing power of sport

  • Utilizing sport for international development goals

• Possibilities vs. Contradictions in SDP:

  • Does SDP empower participants or reinforce subordination?

Reflexive Humility & Me: Example #1

• Discussion of slacktivism and implications for engagement (Morozov, 2009)

Reflexive Humility & Me: Example #2

• Anecdote highlighting nuances of identity and cultural experiences in SDP work

• Themes:

  • Neo-colonial relations of power and knowledge

  • Reflection on complexities in language and ethics

Key Concept – Postcolonialism

• Ethical engagement with the Global South post-colonial impact (McEwan, 2009)

  • Considerations of race, gender, class, colonialism, and power dynamics

Key Concept – Do No Harm?

• Importance of minimizing negative impacts through proactive measures (Kay, Hayhurst & Dudfield, 2012)

• Strategies for optimizing benefits in SDP policy and practice

Recommendations for Reflexivity in SDP

1. Preparation for global citizenship responsibilities

2. Maximizing benefit and minimizing harm in SDP initiatives

• Embed geographical, social, and cultural contexts into planning

• Maintain reflexive journal practices

• Value local leadership and expertise

• Engage in 'Do No Harm' principles and ethical practices

• Promote mutually beneficial partnerships

• Integrate sport within broader development contexts

Questions to Consider

• Why volunteer in certain regions (e.g., Africa, Latin America) as opposed to local contexts (e.g., Canada)?

• Who benefits from your volunteering efforts and how?