Cooperation between schools and elite sports. How are schools affected from engaging in athletic talent development?
| Autor: | Lotte Stausgaard Skrubbeltrang, David Karen, Jesper Olesen, Jens Nielsen |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
elite sports
Grundskole Education contractualisation and accountability Danish Political science lower secondary school contractualisation Talent business.industry 05 social sciences 050301 education General Social Sciences Public relations school and elitesport language.human_language Talent development accountability dual career 050903 gender studies Elite Accountability language neo-institutional theory 0509 other social sciences business 0503 education |
| Zdroj: | Nielsen, J C, Skrubbeltrang, L, Stilling Olesen, J & Karen, D 2022, ' Cooperation between schools and elite sports : How are schools affected from engaging in athletic talent development? ', International Studies in Sociology of Education, vol. 31, no. 3, pp. 325-346 . https://doi.org/10.1080/09620214.2020.1847167 Nielsen, J C, Skrubbeltrang, L S, Olesen, J S & Karen, D 2022, ' Cooperation between schools and elite sports. How are schools affected from engaging in athletic talent development? ', International Studies in Sociology of Education, vol. 31, no. 3, pp. 325-346 . https://doi.org/10.1080/09620214.2020.1847167 |
| ISSN: | 1747-5066 0962-0214 |
| Popis: | In this article, we show how collaboration between Danish municipal primary and lower secondary schools (folkeskoler) and elite sports clubs to establish SportsClasses enables schools to set parameters that align student-athletes’ attitudes and behavior towards school and academic performance. Using neo-institutional theory, we show how two separate institutional domains – education and sport – come to agree on common purposes and practices for an endeavor that takes place on the “home field” of education. We apply the theoretical concepts of ‘contractualisation’ and ‘accountability’ to understand what these learning agreements or implicit social contracts involve, how they are made, and how they are enforced. These concepts capture the empirical governance mechanisms that produce the integration of athletes into school norms and practices as well as how these norms and practises are re-configured as an effect of the cooperation. The article is based on an ethnographic study of the admissions process for SportsClasses. We discuss the benefits and risks for the publicly funded school system in entering into such social learning contracts. municipal primary and lower secondary schools (folkeskoler)and elite sports clubs to establish SportsClasses enablesschools to set parameters that align student-athletes’ attitudes and behavior towards school and academic performance. Using neo-institutional theory, we show how twoseparate institutional domains – education and sport –come to agree on common purposes and practices for an endeavor that takes place on the ‘home field’ of education. We apply the theoretical concepts of ‘contractualisation’ and ‘accountability’ to understand what these learning agreements or implicit social contracts involve, how they are made, and how they are enforced. These concepts capture the empirical governance mechanisms that produce the integration of athletes into school norms and practices as well as how these norms and practises are re-configured as an effect of the cooperation. The article is based on an ethnographic study of the admissions process for SportsClasses. We discuss the benefits and risks for the publicly funded school system in entering into such social learning contracts. |
| Databáze: | OpenAIRE |
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