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Bulletin on Education and Democracy
Sport and Citizenship Education: “How can Democratic Values and Practices be taught through Sport?”
Department of Human Oficina de Educación Development, Education y Cultura and Employment DDHEC/SEDI SEDI Programa Interamericáno sobre Educación en Valores y Prácticas Democráticas
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The Inter-American Program on Education for Democratic Values and Practices is a hemispheric alliance of ministries of education, civil society organizations, international organizations, universities and private sector organizations working to strengthen education for democratic citizenship through cooperation, research and professional development. Officially adopted at the IV Inter-American Meeting of the Ministers of Education on Trinidad and Tobago, in August 2005, its main objective is to promote the development and strengthening of a democratic culture in the Americas through formal and non-formal education. For more information about the Inter-American Program please contact us at:
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Coordination Department of Human Development, Education and Employment Organization of American States Editorial Team Guillaume Lamontagne Romina Kasman Jaime Solano Cardoso Marisa García Lozano Graphic Design Diana Valentina Pernett Cover Picture Sinfonia del Mar by Juliet Otero
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Sport and Citizenship Education: “How can Democratic Values and Practices be taught through Sport?”
Content 1. International Agreements . . . . . . . . . . . . . . . . . .page 6 2. International Organizations that work in the field . . . . . . . . . . . . . . . . . . . . . page 6 3. Information and Exchange Networks . . . . . . . page 7 4. Program, Policies and Initiatives in the Americas . . . . . . . . . . . . . . . . .page 7 5. Programs and Initiatives outside the Americas . . . . . . . . . . . . . . . . . . . . .page 8 6. Suggested Resources . . . . . . . . . . . . . . . . . . . . page 9
Editorial Article 27 of the Inter-American Democratic Charter of the Organization of American States adopted in September, 2001 states that “special attention shall be given to the development of programs and activities for the education of children and youth as a means of ensuring the continuance of democratic values, including liberty and social justice”. In this excerpt, OAS member states recognize that democracy is an organizing principle of social relations that requires a continuous intergenerational transmission through a process of citizenship education that can take different forms.
Currently, education for democratic citizenship is implemented in the Americas through formal and nonformal education, by institutions of the public, private and civil society sectors. In the last years, and within the paradigm shift from civic to citizenship education, new areas have been created not only to foster the learning of citizenship competencies, but also to practice them so they may become a tool and opportunity in the integral development and empowerment of children and youth as agents of change and community transformers. This is an important challenge today for citizenship formation, and therefore is necessary to continue working towards making it possible for children and youth to have a learning experience of citizenship in all contexts of their life.
In this process of developing citizenship education we can observe, just recently that the idea that sport is a valuable tool for democratic education has taken hold in both the Americas and the rest of the world. This trend is based on the premise that sport is, beyond an area of physical training, an idyllic space of interaction for youth from different social, religious or ethnic backgrounds, to know each other and learn to coexist. In short, “if they can play together, they can live together” (Lyras 2005, 9).
Consequently, in the last years we have observed a proliferation of Non-Governmental Organizations that use sport as a vehicle to teach values such as community engagement (Goals Haiti), social inclusion (United Soccer Club) or youth leadership (Fundación Tiempo de Juego). Some countries have also developed legislation and policies that reflect this new vision of sport as a vector of citizenship construction. Also, several International Organizations, such as the International Olympic Committee, have
initiated projects aimed at promoting positive values through sport (Olympism for Humanity in partnership with Georgetown University).
This phenomenon is especially interesting when we consider that democracy is a principle that may seem as abstract for youth at a first glance. Indeed, the participatory and attractive learning environment that sport provides allows young people to concretely experience coexistence values, thereby facilitating their assimilation and future application (SDP IWG 2008, 95-97). Moreover, considering that many young people of the Americas still lack access to formal education, sports provide an excellent alternative space for education in citizenship values (SDP IWG 2008, 11-12).
Considering the role that sports can play in citizenship education for youth of the Americas, the following question arises: What are the best strategies to educate in democratic values and practices through sports? In order to stimulate interest and promote a discussion that provides key ideas/clues for developing initiatives by the public, civil society and private sectors, this newsletter presents experiences, research resources and public policies that emphasize the value of sport as a factor for strengthening democratic education and invite to critically consider it in the preparation of formation strategies in this field.
Team of the Inter-American Program on Education for Democratic Values and Practices.
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1) International Agreements • International Charter of Physical Education and Sport (See Preamble, articles 1, 2 y 10) Adopted by the UNESCO General Conference on November 21, 1978 • Olympic Charter (See “Principles” # 2, “Composition and General Organization of the Olympic Movement” # 1,” Mission and Role of the IOC” #1, 4 and 15) International Olympic Committee, in force as of July 2011 • Observance of the Olympic Truce Adopted by the UN General Assembly on November 2, 1993 (Resolution 48/11) • Building a peaceful and better world through sport and the Olympic ideal Adopted by the UN General Assembly on October 8, 2011 (Resolution 66/5) • Convention on the Rights of the Child (See article 31) Adopted by the UN General Assembly on November 20, 1989 (Resolution 44/25) • Convention on the Elimination of All Forms of Discrimination against Women (See articles 10g and 13c) Adopted by the UN General Assembly on December 18, 1979 (Resolution 34/180) “Physical education and sport, as an essential dimension of education and culture, must develop the abilities, will-power and self-discipline of every human being as a fully integrated member of society. The continuity of physical activity and the practice of sports must be ensured throughout life by means of a global, lifelong and democratized education.” In: International Charter of Physical Education and Sport Article 2 Point 3
Alexis Lyras, Generations for Peace Research Fellow at Georgetown University
• Sport as a means to promote education, health, development and peace Adopted by the UN General Assembly on November 17, 2003 (Resolution 58/5) • The Durban Declaration (See Programme of Action, # 86 y 218) Adopted at the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance convened from August 31 to September 7, 2001 in Durban, South Africa. • Convention on the Rights of Persons with Disabilities (See article 30) Adopted by the UN General Assembly on December 13, 2006 2) International Organizations that work in the field • Council of Europe (COE) Program/Project: Education, Youth and Sport • International Olympic Committee (IOC) Program/Project: Peace through Sport • Organization of Ibero-American States [Organización de los Estados Iberoamericanos] (OEI) Program/Project: Ibero-American Project for Education en Values and Citizenship through Sport (Available in Spanish) • United Nations (UN) Program/Project: United Nations Office on Sport for Development and Peace (UNOSDP)
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“Through co-operation and the pursuit of mutual interests in the universal language of physical education and sport, all peoples will contribute to the preservation of lasting peace, mutual respect and friendship and will thus create a propitious climate for solving international problems.” In: International Charter of Physical Education and Sport Article 10 Point 10.3 • United Nations Educational, Scientific and Cultural Organization (UNESCO) Program/Project: Sport for Peace and Development • United Nations Children’s Fund (UNICEF) Program/Project: Sport for Development • Fédération Internationale de Football Association (FIFA) Program/Project: Football for hope 3) Information and Exchange Networkds • Red Fútbol y Paz [Soccer and Peace Network]. (Available in Spanish) • SportandDev.org – The International Platform on Sport and Development • Street Football World 4) Programs, Policies and Initiatives in the Americas Public Sector
and democracy. (available in Portuguese) Corporate Sector • Programa Esporte y Cidadania – Petrobras [Sport and Citizenship Programme] (Brasil) Sponsored by Petrobras, this program was built on the basis of the National Sport Policy of Brazil, with the aim of supporting the development of the Brazilian Olympic sport and contributing to the democratization of access to sports. (available in Portuguese) • United Soccer Club – Foundation United for D.C. (United States of America) The United Soccer Club program is sponsored by the foundation of the professional team, D.C. United. The club introduces the practice of soccer in disadvantaged communities as a strategy to overcome the lack of positive activities for socio-emotional education of young people. Civil Society Sector • True Sport Movement - The Canadian Center for Ethics in Sport (Canada) True Sport Movement is a program that fosters values such as team spirit, respect, inclusion and community involvement in sports. (Available in English, French) • Escuela de fútbol T.J. - Fundación Tiempo de juego [T.J. Football School T.J. – Time to Play Foundation] (Colombia) The T.J. Football School program integrates citizenship education and soccer through a training strategy for youth leaders and the methodology “Football for Peace”. (Available in Spanish)
• Plan Nacional de Deporte Social – Ministerio de Desarrollo Social [Social Sport National Plan – Ministry of Social Development] (Argentina) Developed by the Secretariat of Sport of the Ministry of Social Development, the plan identifies sports as an area suitable for inclusion and integral human development. (available in Spanish) • Política Nacional do Esporte – Ministério do Esporte [National Sport Policy – Ministry of Sport] (Brasil) This policy emphasizes the potential of sport to promote social inclusion, citizenship education
Gustavo Raúl Fernández, Instituto Dr. Dalmacio Vélez Sarsfield
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“The goal of Olympism is to place sport at the service of the harmonious development of humankind, with a view to promoting a peaceful society concerned with the preservation of human dignity.” En: Carta Olímpica Principles #2, p. 10 • Fútbol Calle - SEPROJOVEN (Costa Rica) This educational program offers a model of education for non-violence through soccer. (Available in Spanish) • Several programs - PeacePlayers International (PPI) (United States of America) This NGO develops educational activities that focus on conflict resolution and leadership through sports. • S-3 Soccer Clubs - Goals Haiti (Haiti) This program uses soccer to encourage young people to engage in their community and their education. • Partidi: Todos Juegan Todos Ganan - Centro para el Desarrollo de la Inteligencia [Partidi: Everybody Plays Everybody Wins] (Paraguay) Partidí is an innovative pedagogical approach that brings together soccer, values education and community development. • Several programs - Caribbean Sport and Development Agency (Regional) The programs of this NGO aim to promote community development in the Caribbean through sports and physical activity.
Civil society Sector • Cross Cultures: Open Fun Football Schools (OFFS) (Denmark) A humanitarian project using the pedagogical “fun-football-concept” as a tool to promote democracy, peace and social cohesion in communities in the Balkans, the Caucasus, the Middle East, and Eastern Europe. • Twinned Peace Sport Schools program - Peres Center for Peace (Israel-Palestine) The program promotes the values of peace and coexistence among young Palestinians and Israelis by bringing them together in sports academies. • Sport and Citizenship: Sport serving society (France) Think tank devoted to research and promotion of strategies for citizenship education through sports. (Available in French and English) • Peace and Sport (Monaco) This foundation organizes socio-educational sport activities and offers psychosocial support for young people, among others, in Colombia and Haiti. Partnerships • Care Partnership - Royal Borough of Greenwich and Charlton Athletic Football Club (United Kingdom) Collaborative project between a municipality and a professional soccer team that uses sports to
5) Programs and Initiatives outside the Americas Corporate Sector • Programa FutbolNet – Fundación FCBarcelona (España, Brasil) Sponsored by the professional soccer club FC Barcelona, ‘FutbolNet’ is a program of social and human development that uses sports as a tool for education on issues such as coexistence. Since 2012, it has implemented a project in Rio de Janeiro. (Available in Spanish)
Aprile Pritchet, DC United Soccer Club
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promote community cohesion and build social capital. • Olympism for Humanity- International Olympic Academy and Georgetown University (International) This global venture aims to advance Olympism, Peacebuilding and International Development Scholarship and Practice in order to enhance the contribution of Olympism to humanity. 6) Suggested Resources Topic: Sports and Peace • Kickfair and the Peres Center for Peace (2011) Kick for Understanding/Play for Peace • Olga Dorokhina, Milan Hosta and Jacco van Sterkenburg (2011) Targeting Social Cohesion in Post-Conflict Societies through Sport. Council of Europe. • Round Table for a Culture of Peace (2009) Activities of National Olympic Committees for Peace and the Observance of the Olympic Truce Activities carried out on the occasion of the International Year for a Culture of Peace. International Olympic Committee.
Miguel Calello, Club Atlético Vélez Sarsfield de Argentina
• John Sugden (2006) The challenge of using a values-based approach to coaching sport and community relations in multi-cultural settings. The case of Football for Peace (F4P) in Israel. European Journal for Sport and Society 2006, 3 (1), 7-24 • United Nations Inter-Agency Task Force on Sport for Development and Peace (2003) Sport for Development and Peace: Towards Achieving the Millennium Development Goals, United Nations
• Sport for Development and Peace International Working Group (2008) “Chapter 6: Sport and Peace: Social Inclusion, Conflict Prevention and Peace-Building” in Harnessing the Power of Sport for Development and Peace: Recommendations to Governments. Right to Play p. 231-276.
• United Nations Peacekeeping Portfolio of sport projects conducted during peacekeeping missions
• Sport for Development and Peace International Working Group (SDP IWG) Secretariat (2007) Literature Review on Sport for Development and Peace University of Toronto Faculty of Physical Education and Health, Canada
• Fundación “Fútbol para el Desarrollo” (2012) Fútbol callejero: Juventud, liderazgo, participación. Trayectorias juveniles en organizaciones sociales de América latina [Street Soccer: Youth, leadership, participation. Youth Trajectories in Latin American Social Organization] (Available in Spanish)
“It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair. It is more powerful than government in breaking down racial barriers.” Nelson Mandela on sport
Topic: Sport, Citizenship Education and Social Inclusion
• Ricardo Crisorio (2011) “La práctica deportiva y la educación en valores” in Educación, valores y ciudadanía [Sport Practice and Value Education in Education, Values and Citizenship] Bernardo Toro y Alicia Tallone (Coor.). Organización de los Estados Iberoamericanos y Fundación SM (Available in Spanish) 9
“Sport fosters understanding between individuals, facilitates dialogue between divergent communities and breeds tolerance between nations.” International Olympic Committee President Jacques Rogge • Margarita María Benjumea Pérez (2011) “La formación ciudadana: una lectura a sus dinámicas en escenarios y prácticas de la Educación Física, la recreación y el deporte.” in Educación Física: Reflexiones conceptuales hacia la integración curricular [Citizenship Formation: Interpretation of its dynamics in the case of Physical Education, Recreation and Sport Settings and Practices” in Physical Education: Conceptual Reflection towards curriculum integration]. Funámbulos Editores, Argentina (Available in Spanish)
in Sport] Revista de Educación, núm. 335 (2004), pp. 9-19. (Available in Spanish) • Peter Donnelly and Jay Coakley (2002) The Role of Recreation in Promoting Social Inclusion. Laidlaw Foundation’s Working Paper Series, Perspectives on Social Inclusion, Canada • Raquel M. Barthe (2002) Aportes de la educación física en la formación ética y ciudadana [Contribution of Physical Education in Ethical and Citizenship Education] Gobierno de la Ciudad de Buenos Aires - Secretaría de Educación [Governement of the City of Buenos Aires - Secretariat of Education] (Available in Spanish)
• William Gasparini and Aurélie Cometti (ed.) (2010) Sport facing the test of cultural diversity Integration and intercultural dialogue in Europe: analysis and practical examples. Council of Europe • True Sport movement (2008) What Sport Can Do: The True Sport Report • Liam Delaney and Emily Keaney (2005) Sport and Social Capital in the United Kingdom: Statistical Evidence from National and International Survey Data Economic and Social Research Institute (ESRI), Dublin, Institute for Public Policy Research (IPPR), London
Esteban Reyes, Fundación Tiempo de Juego
• Fred Coalter (2005) The Social Benefits of Sport: An Overview to Inform the Community Planning Process Institute for Sports Research, University of Stirling, Scotland • Richard Bailey (2005) Evaluating the relationship between physical education, sport and social inclusion Educational Review, Vol. 57, No. 1, February 2005, p. 71-90 • Alexis Lyras (2005) The Doves Olympic Movement Training Manual, The Doves Olympic Movement • Guillermo Ruiz Llamas y Dolores Cabrera Suárez (2004) Los valores en el deporte [Values
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Also consult
Your opinion is important to us www.educadem.oas.org
Other Publications of the Program • The Inter-American Journal of Education for Democracy. • Education on Migrant Children and Youth in the Americas: current situation and challenges (2011). • Mapping of Public Policy for the “Education of Migrant Children and Youth” (2009). Our Electronic Bulletins on the following topics Human Rights Education, Gender and Citizenship Education, Edonomic and Financial Education, The Role of Communications Media and the Arts in Education for Democratic Citizenship, among others. Access each edition of the series and the Program’s brochure through our Web site: www.educadem.oas.org • Evaluation of Education Policies and Programs for Democratic Citizenship (2013). • The Contribution of Human Rights Education to Building Peaceful Coexistence in Schools Based on Democracy and Solidarity (2012). • Violence Prevention Through Early Childhood Interventions (2011).
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The Inter-American Program on Education for Democratic Values and Practices is a concrete response to articles 26 and 27 of the InterAmerican Democratic Charter. “The OAS will continue to carry out programs and activities designed to promote democratic principles and practices and strengthen a democratic culture in the Hemisphere, bearing in mind that democracy is a way of life based on liberty and enhancement of economic, social, and cultural conditions for the peoples of the Americas...” (Art. 26) InterAmerican Democratic Charter “...Special attention shall be given to the development of programs and activities for the education of children and youth as a means of ensuring the continuance of democratic values, including liberty and social justice.” (Art. 27) Inter-American Democratic Charter
Department of Human Development, Education and Employment SEDI
