Suchergebnisse

In the midst of a noncommunicable disease (ncd) crisis, sport has emerged as a popular public health strategy across Oceania. Promising to turn unhealthy, obese bodies into fit, productive bodies, sport-based health programs are supposed to contribute to the economic development of Pacific Island nations. In Sāmoa, however, these efforts have been complicated by an existing web of meaning entangling sport within the transnational realities of Samoan families. Drawing from twelve months of multi-sited, ethnographic field research on sport for development (sfd) in Sāmoa, this paper demonstrates how Samoan understandings of sport reshape what it means to be a fit and productive citizen. Specifically, I illuminate (1) how sport is perceived as a "ticket" overseas and (2) how sport is perceived as a viable alternative pathway to the blessed life, especially for those (male) youth not excelling in school. Finally, I discuss (3) how sfd is a sociocultural response to a shifting transnational political economy of tautua (service) to the family, church, and village rooted in an unevenly expanding social landscape of mobility and work. This paper contributes to anthropological conversations on contemporary sporting formations in Oceania by highlighting how sport is reimagined and repackaged by Samoan youth, education leaders, and government officials as a development tool to create healthy development futures.

"Development" has become both a watchword and a fascination in sporting circles worldwide. Yet sport officials, policy makers, and advocates often have relatively unsophisticated understandings of development and the role of sport therein. This can result in programs and initiatives that are unfocused, ineffective, or even counterproductive. Drawing on critical theory and informed by our own research on sport-based social programs, the authors attempt to impart clarity by distinguishing two different approaches to sport and development: a dominant vision, in which sport essentially reproduces established social relations, and an interventionist approach, in which sport is intended to contribute to more fundamental change and transformation. The authors develop a critique of the former and elaborate on the latter, focusing on normative visions of the social status quo and the role of sport as an educational tool for otherwise disempowered, marginalized young people. The overarching objective is to show that practitioners interested in using sport for development however defined must recognize these theoretical issues and create appropriate programming if their intended outcomes are to be achieved.

SummaryMotivationAs governments move in earnest toward a green economy, few countries are considering education policy that can facilitate the development of green skills for such transitions. Where policy discussions are happening, green skills are often conflated with science, technology, engineering, and maths (STEM) skills, with little attention to the breadth of green skills needed to achieve climate justice.PurposeWe present a green skills framework to help support policy stakeholders imagine a continuum of green skills for a just transition.Methods and approachThis article applies a critical feminist lens to understand how green skills have been conceptualized across the gender and adolescence, greening and sustainability, and education fields. It also integrates the perspectives of stakeholders from climate, education, and gender‐focused multilateral, government, and non‐governmental organizations working on green skills.FindingsThe analysis finds that green skills coalesce around three distinct but overlapping paradigms. The first understands green skills through a technical lens as the specific capacities needed for green jobs. The second and third paradigms understand green skills through a sociological lens, seeking to tackle the behaviours and social structures driving the climate crisis. As such, they centre on cross‐cutting generic capacities and transformative capacities, respectively. Taken together, the article offers a new definition of green skills for policy stakeholders.Policy implicationsThe three approaches to green skills outlined in this paper constitute the pillars of a new green learning agenda for climate action, climate empowerment, and climate justice. This green learning agenda fills a significant void in both climate policy and education policy, and could help governments address current capacity building needs while setting their populations up for the long‐term social transformations required to achieve a just transition.