ParticipatoryActivist Research :AfghanYouth and Physical Education

• Introduction: This research is within the field of physical activity, immigration and youth. There have been numerous qualitative studies, within the European context, which have mostly concentrated on case studies (Walseth & Fasting, 2004; Walseth 2008; Hertting & Karlefors; Fundberg, 2012; Lundvall, 2009) and fewer quantitative studies (Kreuwel et al, 2006; Kouli & Papaioannou, 2009; Hatzigeorgiadis et al, 2013; Elbe et al, 2016). These studies have created basic knowledge in this particular field and have shed light on different aspects of sports and integration. There are, however, very limited number of studies that have researched interventions using the participants knowledge and specific needs in order to make a real impact in the community. Aim and theoretical framework: Critical participatory activist research (PAtR) is a method that can utilize the situated knowledge of the commu- nity members and create lasting impact. Through participatory activist research, community members are active participants in contributing and creating knowledge which is then utilized to enhance the community itself and instigate action within the community. Moreover, such enquiry will contribute to the wider research and promote research implications in the communities (lisahunter, emerald & Martin, 2013; Schinke & Blodgett, 2016). PAtR alternate approach to subjectivity of knowledge and grassroots participation is a fresh perspective in contrast to ‘expert-driven’ research which reinstate the dynamic of dominance and oppression (Schinke & Blodgett, 2016). PAtR has its roots in participatory action research (PAR) and critical theory, hence it emphasizes that research is not a neutral activity and it is always political, working to maintain or change dominant power relations. PAtR is an accessible and interrelated approach that works alongside the notion of doing justice “with” and “by” those who are oppressed using practices that confront dominant and cultural norms (lisahunter et. al. 2013). The goal of this research is working with the immigrant youth in Sweden in recognizing and deconstructing prevailing socially constructed definitions of integration and Swedish-ness within a Physical Education class (PE) context. The project aims to create a space where the participants can realize their agency and power in shaping and creating their own social environments. Research Questions: 1) What are the benefits and barriers to a participatory and (inclusive) P.E environment? a. Scrutinizing the current practiced curriculum by the coresearchers, and b. Personal experiences 2) How to overcome such barriers through changing the present environment, approaches and requirements? 3) What are the thought processes and personal experiences of the researchers throughout the various stages of this project? Methods: Methods of constructing field texts (data collection): Narrative inquiry methods as well as focus groups will be used where all the researchers will contribute to the creation of field texts (data). Working with Afghan youth, narrative inquiry methods such as prose and poetry, storytelling or photo-voice are culturally appropriate meth- ods that have a long history and familiarity for the members of the research team. Using these culturally familiar methods, therefore, enables the research team to share their experiences and knowledge in meaningful ways and engages them as the experts of their own lived experiences (Blodgett, et.al, 2013). Methods of analyzing field texts: Inductive narrative analysis and thematic analysis will be used by all researchers in order to shed light on what meanings are represented as standard and conformed, what meanings are obscured and resisted and what are the voices from the margin. Results and Discussion: The result will provide novel insight into how PE experiences of Afghan refugees in this group are shaped by the dynamics and interaction of the Swedish practiced curriculum and participants’ cultural background. The results will also highlight the challenges of acculturation (second-culture learning) and (re)construction of the sense of identity and belonging within (and through) the context of PE. With regards to action, the research team illustrations and public display of their experiences through poetry or photo-voice, will centralise their voice and high- light the benefits of some practices and the necessity for change for other practices within a PE context.

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Sport Science

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