Document Type
Article
Disciplines
Art Education | Curriculum and Instruction | Scholarship of Teaching and Learning | Social Justice | Sports Management | Sports Studies
Abstract
The on-going COVID-19 pandemic (and the pandemic of capitalism, white supremacy, imperialism, and colonialism, etc.) calls for imaginative, relevant, and critical approaches in sport management education to address diverse, socially, and culturally dynamic students. Yet the bulk of existing educational resources remain rooted in reinforcing systems of domination and the structure of on-going settler colonialism (Chen & Mason, 2019; hooks, 1994). A major challenge in traditional approaches to “updating” the curriculum fall short in challenging the banking mode of education (Freire, 1970). Following Amis and Silk’s (2005) call for a “rupture” of the reproduction of the status quo within sport management research (p. 362), we invite sport management educators to reconsider the skills and embodied knowledge needed to equip sport management students to critically interrogate the “classroom-to-industry” pipeline. We introduce zine making as a pedagogical practice in the classroom. Zine making facilitates learning through a process of doing and thinking (Creasap, 2014). When implemented intentionally, students explore their lived experiences, applying critical social theories to practice through shared learning and creative expression.
Recommended Citation
Rochon, Roc and Chen, Chen, "Rupturing the Sport Management Classroom: Zine-Making for World-Making" (2026). Sport Management Collection. 3.
https://digitalcommons.lib.uconn.edu/sport-management-collection/3
Accessibility Requirements
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