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Baines, Stephen (2012) Critical pedagogy in sport management education : rationale, issues and implications for practice. Investigations in university teaching and learning, 8. pp. 53-60. ISSN 1740-5106
The drive for greater globalisation, the revolution in social media, the increasing ease in accessing knowledge, the growing consumerism, a disaffected sector of unemployed youth, and an increase in such social problems as injustices, inequalities, and anti-social behaviours brings into focus the need for education programmes throughout the world to seriously address such issues (Culpan & Wigmore). Light and Dixon believe that traditional approaches to teaching and learning that view learning as a simple process of internalising a fixed body of knowledge are outdated and no longer relevant in a modern society (Light and Dixon, 2007). They express the view that the traditional emphasis on content, or what we feel our students should learn, has thus become less important than the need to help them learn how to learn and to think critically about both content and process.
The reaction against such traditional teaching methods within the context of rapidly changing social conditions in developed societies has led progressive educators to rejuvenate critical pedagogy as a possible way forward. The intention of the paper is to contribute to the debate on the place of critical pedagogy in education, particularly management education, and specifically in the field of sport management, to ensure the continuing relevance and effectiveness of sport management programmes in the context of the rapidly changing social, cultural and economic conditions.
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