Humiliation in Physical Activity and Sport Sciences higher education: A qualitative study grounded in narrative pedagogy
DOI:
https://doi.org/10.24197/avt9w519Keywords:
autoethnography, negative experiences, gender, higher education, readingAbstract
In this study, we present a pedagogical activity based on a story about humiliation. The activity was conducted with undergraduate students in Physical Activity and Sport Sciences at the University of València during the 2021-22 and 2022-23 academic years. Data was collected through students’ written responses and a subsequent group discussion following the reading of the autoethnographic story “I (didn’t) wanted to play” —Yo (no) quería jugar—; afterwards, all that was subsequently subjected to a reflexive thematic analysis Findings reveal the gendered dimension of humiliation, its normalization through comments, laughter and subtle glances, as well as the symbolic hierarchies present in students’ interactions. We conclude by highlighting the presence of humiliation within higher education in Physical Activity and Sport Science and proposing pedagogical orientations that encourage reflection and transform discriminatory practices in educational sport contexts.In this study, we present a narrative pedagogy approach based on a story about humiliation, conducted with university students enrolled in a Physical Activity and Sport Science degree. Data was collected through students written responses and a subsequent group discussion, analyzed using reflexive thematic analysis. The findings reveal the gendered dimension of humiliation, its normalization through comments, laughter and subtle glances, as well as the symbolic hierarchies present in students’ interactions. We conclude by highlighting the presence of humiliation within higher education in Physical Activity and Sport Science and proposing pedagogical orientations that encourage reflection and transform discriminatory practices in educational sport contexts.
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