Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse

Authors

DOI:

https://doi.org/10.7577/njcie.4464

Keywords:

Sport for Development and Peace, Physical Education, Globalization, Global South, Scientific Rationalization

Abstract

In this conceptual article, we present the “Sport for Development and Peace” (SDP) discourse as a case of scientific rationalization. First, we shed light on the ongoing theory debate around the “global/local problematique” in globalization and global policy research in comparative and international education. We then link up with the SDP discourse and show that academic work mostly features research related to the fact that the majority of the SDP programmes and ways of implementing them have been conceptualized in the Global North, yet are to be implemented in the Global South. In that context, we illustrate International Organizations as sites of scientized knowledge production and translation. Scientific rationalization occurs when specialized technical knowledge and management techniques enter the discourse.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Florian Kiuppis, Catholic University of Applied Sciences, Freiburg, Germany

Professor, Department of Inclusive Education, Catholic University of Applied Sciences, Freiburg, Germany

References

Amos, S. K. (2014). Old challenges and new vistas for comparative education? Insights gained from improbable relations. Asia Pacific Journal of Education, 34(2), 200-211. https://doi.org/10.1080/02188791.2013.875642

Anderson-Levitt, K. M. (2012). Complicating the concept of culture. Comparative education, 48(4), 441-454. https://doi.org/10.1080/03050068.2011.634285

Ascione, G. (2021). Knowledge in an age of transition. Wallerstein and the future. Socio. La nouvelle revue des sciences sociales, (15), 105-125. https://doi.org/10.4000/socio.11074

Baily, S., Shah, P., & Call-Cummings, M. (2016). Reframing the center: New directions in qualitative methodology in international comparative education. Annual review of comparative and international education 2015. https://doi.org/10.1108/s1479-367920150000028013

Baker, D. P. (2012). The invisible hand of world education culture: Thoughts for policymakers. In Handbook of education policy research (pp. 974-984). Routledge.

Baker, D. P., & LeTendre, G. K. (2008). The Global Environment of National School Systems. In J. H. Ballantine, & J. Z. Spade (Eds.), Schools and Society: A Sociological Approach to Education (pp. 445-453). Pine Forge Press.

Bartlett, L., & Vavrus, F. (2017). Comparative case studies: An innovative approach. Nordic Journal of Comparative and International Education (NJCIE), 1(1). https://doi.org/10.7577/njcie.1929

Battilana, J., & D’Aunno, T. (2009). Institutional work and the paradox of embedded agency – Actors and Agency in Institutional Studies of Organizations. In T. B. Lawrence, R. Suddaby, & B. Leca (Eds.), Institutional work – Actors and agency in institutional studies of organizations (pp. 31–58). Cambridge University Press.

Biseth, H., & Holmarsdottir, H. (2021). Editorial: Pressing issues in education - a discussion. Nordic Journal of Comparative and International Education (NJCIE), 5(1). https://doi.org/10.7577/njcie.4194

Boxenbaum, E., & Pedersen, J. S. (2009). Scandinavian institutionalism: A case of institutional work. In Institutional work: Actors and agency in institutional studies of organizations (pp. 178-204). Cambridge University Press.

Bromley, P., Meyer, J. W., & Ramirez, F. O. (2011). The worldwide spread of environmental discourse in social studies, history, and civics textbooks, 1970–2008. Comparative Education Review, 55(4), 517-545. https://doi.org/10.1086/660797

Broschek, J. (2016). The Historical Construction of Social Order: Ideas, Institutions, and Meaning Constellations. In J. Schriewer (Ed.), World Culture Re-Contextualised: Meaning Constellations and Path Dependencies in Comparative and International Education Research, 161-180. Routledge

Brunsson, N. (1989). The organization of hypocrisy: Talk, decisions, and actions in organizations. Wiley.

Carney, S., Rappleye, J., & Silova, I. (2012). Between faith and science: World culture theory and comparative education. Comparative Education Review, 56(3), 366-393. https://doi.org/10.1086/665708

Chawansky, M., & Holmes, M. (2015). Sport, social development and peace. Sport in Society, 18(6), 752-756. https://doi.org/10.1080/17430437.2015.1050264

Clarke, J. (2019). Power in Sport-for-Development partnerships: an analysis of the relations and practices between two International Non-Governmental Organisations and their partners in Cameroon (Doctoral dissertation, University of Leeds).

Cleghorn, A., & Prochner, L. (2010). Material Culture and Spatial Considerations. In Shades of Globalization in Three Early Childhood Settings (pp. 69-81). Brill Sense.

Crossley, M., & Watson, K. (2003). Comparative and International Research in Education. Routledge.

Czarniawska-Joerges, B., & Joerges, B. (1996). Travels of ideas. In B. Czarniawska-Joerges, & G. Sevón (Eds.), Translating Organizational Change (pp. 13–48). de Gruyter.

Dale, R. (2000). Globalization and education: Demonstrating a “common world educational culture” or locating a “globally structured educational agenda”? Educational Theory, 50(4), 427-448. https://doi.org/10.1111/j.1741-5446.2000.00427.x

Darnell, S. C. (2010). Power, politics and “sport for development and peace”: Investigating the utility of sport for international development. Sociology of sport journal, 27(1), 54-75. https://doi.org/10.1123/ssj.27.1.54

Darnell, S. C. (2012). Sport for Development and Peace: A Critical Sociology. Bloomsbury Academic.

Darnell, S. C., Chawansky, M., Marchesseault, D., Holmes, M., & Hayhurst, L. (2018). The State of Play: Critical sociological insights into recent ‘Sport for Development and Peace’ research. International Review for the Sociology of Sport, 53(2), 133–151. https://doi.org/10.1177/1012690216646762

do Amaral, M. P., & Erfurth, M. (2021). Differentiation Theory and Externalization in Comparative and International Education. In T. D. Jules, R. Shields, & M. A. M. Thomas (Eds.), The Bloomsbury Handbook of Theory in Comparative and International Education (pp. 313-326). Bloomsbury Collections.

Drori, G. S., & Meyer, J. W. (2006). Global scientization: an environment for expanded organization. In G. Drori, J. Meyer, & H. Hwang, H. (Eds.), Globalization and Organization (pp. 50-68). Oxford University Press.

Featherstone, M. (1990). Global culture: An introduction. Theory, Culture & Society, 7(2-3), 1-14. https://doi.org/10.1177/026327690007002001

Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge University Press.

Flyvbjerg B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12(2), 219-245. https://doi.org/10.1177/1077800405284363

Giulianotti, R., Coalter, F., Collison, H., & Darnell, S. C. (2019). Rethinking Sportland: A new research agenda for the Sport for Development and Peace sector. Journal of Sport and Social Issues, 43(6), 411-437. https://doi.org/10.1177/0193723519867590

Grek, S., Maroy, C., & Verger, A. (Eds.). (2020). World Yearbook of Education 2021: Accountability and Datafication in the Governance of Education. Routledge.

Hartong, S., & Nikolai, R. (2017). Observing the “local globalness” of policy transfer in education. Comparative Education Review, 61(3), 519-537. https://doi.org/10.1086/692503

Hasselbladh, H., & Kallinikos, J. (2000). The project of rationalization: a critique and reappraisal of neo-institutionalism in organization studies. Organization studies, 21(4), 697-720. https://doi.org/10.1177/0170840600214002

Karvankova, P., Popjaková, D., & Kovaríková (2015). Global Education or How to Most Effectively Implement Cross-Disciplinary Themes in the Curriculum of Primary School–Czechia´s Example. Review of International Geographical Education Online, 5(1), 9-25.

Kemple, T. M., & Mawani, R. (2009). The sociological imagination and its imperial shadows. Theory, Culture & Society, 26(7-8), 228-249. https://doi.org/10.1177/0263276409349283

Kidd, B. (2008). A new social movement: Sport for development and peace. Sport in society, 11(4), 370-380. https://doi.org/10.1080/17430430802019268

Kiuppis, F. (2014). Why (not) associate the principle of inclusion with disability? Tracing connections from the start of the ‘Salamanca Process’. International Journal of Inclusive Education, 18(7), 746-761. https://doi.org/10.1080/13603116.2013.826289

Lan, G. B. (2002). Cultural Hybridity in Southeast Asia: Locating What’s Local and Specific as also Comparative and Global. Journal Anthropology Indonesia, 67, 69-78. https://doi/org/10.7454/ai.v0i67.3429

Langer, L. (2015). Sport for development–a systematic map of evidence from Africa. South African Review of Sociology, 46(1), 66-86. https://doi.org/10.1080/21528586.2014.989665

Leander, K., & Sheehy, M. (Eds.). (2004). Spatializing literacy research and practice. Peter Lang.

Ma, J., & Cai, Y. (2021). Innovations in an institutionalised higher education system: the role of embedded agency. Higher Education, 1-19. https://doi.org/10.1007/s10734-021-00679-7

Maguire, J. (2004). Challenging the sports-industrial complex: Human sciences, advocacy and service. European physical education review, 10(3), 299-322. https://doi.org/10.1177/1356336X04044072

Maguire, J. A. (2011). Development through sport and the sports–industrial complex: the case for human development in sports and exercise sciences. Sport in Society, 14(7-8), 937-949. https://doi.org/10.1080/17430437.2011.603550

Maguire, J. (2013). Reflections on Process Sociology and Sport: Walking the Line. Routledge.

McKay, J. (2004). Reassessing development theory: Modernization and beyond. In D. Kingsbury, J. McKay, J. Hunt, M. McGillivray, & M. Clarke (Eds.), Key issues in development (pp. 45-66). Palgrave McMillan.

Meir, D. (2020). A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy. Sport, Education and Society, 1-20. https://doi.org/10.1080/13573322.2020.1825934

Meyer, J. W., Boli, J., Thomas, G. M., & Ramirez, F. O. (1997). World society and the nation-state. American Journal of Sociology, 103(1), 144-181. https://doi.org/10.1086/231174

Meyer, J. W., Bromley, P., & Ramirez, F. O. (2010). Human rights in social science textbooks: Cross-national analyses, 1970–2008. Sociology of Education, 83(2), 111-134. https://doi.org/10.1177/0038040710367936

Meyer, J. W., & Jepperson, R. L. (2000). The ‘actors’ of modern society: The cultural construction of social agency. Sociological theory, 18(1), 100-120. https://doi.org/10.1111/0735-2751.00090

Mundy, K. (1998). Educational Multilateralism and World (Dis)Order. Comparative education review, 42(4), 448-478. https://doi.org/10.1086/447523

Mwaanga, O., & Adeosun, K. (2019). Reconceptualizing sport for development and peace (SDP): an ideological critique of Nelson ‘Madiba’ Mandela’s engagement with sport. Sport in Society, 23(5). https://doi.org/10.1080/17430437.2019.1584184

Mwaanga, O., & Mwansa, K. (2013). Indigenous discourses in sport for development and peace: A case study of the Ubuntu cultural philosophy in Edusport Foundation, Zambia. In N. Schulenkorf, & D. Adair (Eds.), Global Sport-for-Development: Critical Perspectives (pp. 115-133). Palgrave Macmillan.

Mwansa, K. (2010). Sport for Development: Addressing HIV/AIDS in Zambian Underserved Community Schools through Sport and Physical Education Programmes: an analysis of the contextual realities of programme participants (Master's thesis). Oslo: Høgskolen i Oslo.

Naish, J. (2016). Alignment, administration, power. In J. Naish (Ed.), Routledge Handbook of Sport and Politics (pp. 574-586). Routledge.

Parish, K. (2018). An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts. Doctoral Dissertation, https://brage.inn.no/inn-xmlui/bitstream/handle/11250/2680456/Karen%20Parish.pdf?sequence=1&isAllowed=y

Parish, K. (2019). A theoretical approach to understanding the global/local nexus: the adoption of an institutional logics framework. Nordic Journal of Comparative and International Education (NJCIE), 3(2), 3–19. https://doi.org/10.7577/njcie.3027

Peck, J., & Theodore, N. (2007). Variegated capitalism. Progress in human geography, 31(6), 731-772. https://doi.org/10.1177/0309132507083505

Powell, J. J. (2020). Comparative education in an age of competition and collaboration. Comparative Education, 56(1), 57-78. https://doi.org/10.1080/03050068.2019.1701248

Ramirez, F. O., & Boli, J. (1987). The political construction of mass schooling: European origins and worldwide institutionalization. Sociology of education, 2-17. https://doi.org/10.2307/2112615

Ramirez, F. O., & Meyer, J. W. (2012). Toward post-national societies and global citizenship. Multicultural Education Review, 4(1), 1-28. https://doi.org/10.1080/23770031.2009.11102887

Rappleye, J. (2015) Revisiting the metaphor of the island: challenging ‘world culture’ from an island misunderstood. Globalisation, Societies and Education, 13(1), 58-87. https://doi.org/10.1080/14767724.2014.967486

Remenyi, J. (2004). What is development? In D. Kingsbury (Ed.), Key issues in development, (pp. 22-44). Palgrave MacMillan.

Resnik, J. (2006). International organizations, the “Education–Economic growth” black box, and the development of world education Culture. Comparative Education Review, 50(2), 173-195. https://doi.org/10.1086/500692

Ross, H. (2002).The Space Between Us: The Relevance of Relational Theories to Comparative and International Education. Comparative Education Review, 46(4), 407–32. https://doi.org/10.1086/345417

Schulenkorf, N., Sherry, E., & Rowe, K. (2016). Sport for development: An integrated literature review. Journal of sport management, 30(1), 22-39. https://doi.org/10.1123/jsm.2014-0263

Schriewer, J. (Ed.) (2012a). Re-conceptualising the Global/Local Nexus: Meaning Constellations in the World Society. Comparative Education, 48(4).

Schriewer, J. (2012b). EDITORIAL: Meaning constellations in the world society. Comparative Education, 48(4), 411-422. https://doi.org/10.1080/03050068.2012.737233

Schriewer, J. (Ed.). (2016). World culture re-contextualised: meaning constellations and path-dependencies in comparative and international education research. Routledge.

Schriewer, J., & Caruso, M. (2005). Globale Diffusionsdynamik und kontextspezifische Aneignung: Konzepte und Ansätze historischer Internationalisierungsforschung [The dynamics of global diffusion and context-specific appropriations: Concepts and methods for the analysis of historical internationalization processes]. In J. Schriewer, & M. Caruso (Eds.), Nationalerziehung und Universalmethode—frühe Formen schulorganisatorischer Globalisierung [National education and universal system of instruction—Early forms of the globalization of patterns of institutionalized schooling] (pp. 7–30). Leipziger Universitätsverlag.

Seo, M. G., & Creed, W. D. (2002). Institutional contradictions, praxis, and institutional change: A dialectical perspective. Academy of Management Review, 27(2), 222–247. https://doi.org/10.2307/4134353

Silova, I. (2012). Contested meanings of educational borrowing. In World Yearbook of Education 2012 (pp. 249-265). Routledge.

Silova, I., & Rappleye, J. (2015) Beyond the world culture debate in comparative education: critiques, alternatives and a noisy conversation. Globalisation, Societies and Education, 13(1), 1-7. https://doi.org/10.1080/14767724.2014.967482

Sobe, N. W., & Kowalczyk, J. (2013). The problem of context in comparative education research. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 3(6), 55-74. https://doi.org/10.7358/ecps-2012-006-sobe

Stake, R. E. (1995) The Art of Case Study Research. SAGE.

Steiner-Khamsi, G. (2014). Comparison and Context: The Interdisciplinary Approach to the Comparative Study of Education. Current Issues in Comparative Education, 16(2), 34-42.

Steiner-Khamsi, G. (2021). Externalisation and structural coupling: Applications in comparative policy studies in education. European Educational Research Journal, https://doi.org/10.1177/1474904120988394

Strang, D., & Meyer, J. W. (1993). Institutional conditions for diffusion. Theory and society, 22(4), 487-511.

Viseu, S., & Carvalho, L. M. (2018). Think Tanks, Policy Networks and Education Governance: The Emergence of New Intra-National Spaces of Policy in Portugal. education policy analysis archives, 26(108), 1-26. https://doi.org/10.14507/epaa.26.3664

Wallerstein, I. (1999). The Structures of Knowledge, Or How Many Ways May We Know? In D. Aerts, H. van Belle, & J. van der Veken (Eds.), World Views and the Problem of Synthesis (pp. 71-77). Springer.

Wiseman, A. W. (2010). The institutionalization of a global educational community: the impact of imposition, invitation and innovation in the Gulf Cooperation Council (GCC). Orbis scholae, 4(2), 21-40.

Wiseman, A. W., & Anderson, E. (2013a). Reflections on the field of comparative and international education, and the benefits of an annual review. International Perspectives on Education and Society, 20, 3-28. https://doi.org/10.1108/S1479-3679(2013)0000020004

Wiseman, A. W., & Anderson, E. (2013b). Introduction to Part 3: Conceptual and Methodological Developments. International Perspectives on Education and Society, 20, 85-90. Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3679(2013)0000020012

Wiseman, A., Astiz, M. F., & Baker, D. P. (2013). Globalization and comparative education research: Misconceptions and applications of neo-institutional theory. Journal of Supranational Policies of Education (JOSPOE), (1), 31-52.

Wiseman, A. W., Astiz, M. F., & Baker, D. P. (2014). Comparative education research framed by neo-institutional theory: A review of diverse approaches and conflicting assumptions. Compare: A Journal of Comparative and International Education, 44(5), 1-22. https://doi.org/10.1080/03057925.2013.800783

Zapp, M. (2018). The scientization of the world polity: International organizations and the production of scientific knowledge, 1950–2015. International Sociology, 33(1), 3-26. https://doi.org/10.1177/0268580917742003

Zapp, M. (2020). The authority of science and the legitimacy of international organisations: OECD, UNESCO and World Bank in global education governance. Compare: A Journal of Comparative and International Education, 1-20. https://doi.org/10.1080/03057925.2019.1702503

Downloads

Published

2021-10-26

How to Cite

Mwansa, K., & Kiuppis, F. (2021). Mind the gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ discourse. Nordic Journal of Comparative and International Education (NJCIE), 5(3), 23–35. https://doi.org/10.7577/njcie.4464