Critical Feminist Service-Learning: A Physical Activity Program in a Woman's Prison.

Ingrid Hinojosa-Alcalde,Susanna Soler

doi:10.3390/ijerph18147501

Abstract

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity–based CFSL project implemented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals.

Highlights

The Bologna process has led to numerous changes in higher education systems in recent decades
Quatre Camins is known to students who specialize in handball, as they have the option of participating in a project involving matches between inmates and students played at the prison and the university facilities [28]
When asked about the purpose of prisons in Catalonia, 61.73% of the students pointed to rehabilitation and social reintegration

Summary

Introduction

The Bologna process has led to numerous changes in higher education systems in recent decades. According to this new European model, universities should provide quality education, and incorporate and adapt to social contexts, providing solutions that respond to local social, political, and economic needs [1]. Universities occupy a privileged position in today’s society and will be key to the achievement of the SDGs set out in the 2030 Agenda. As part of this role, they promote active learning that places students at the center of their own learning by connecting them to their community and promoting social justice. An example of a methodology that universities can use to contribute to the achievement of the SDGs is service-learning (SL) [3]

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Conclusion