Olympic Education in France: a legacy Issue or the Promotion of a Model in Crisis?
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socsci-11-00062
4. Conclusions
This study aimed to grasp the policies implemented around Olympism in France over a long period of time, in order to understand the choices made since the 2024 Olympic Games were awarded to Paris. With the legacy of this event becoming a central element in political discourse, education represents a key lever for development. By adopting a combined historical and sociological approach and studying, in an unprecedented way, the documentation produced by the Olympic authorities, our research has made it possible to grasp the challenges and organisational modalities, as well as the limits. Indeed, while Olympism constitutes a discursive anchor point, it nonetheless remained very much in the background of school life in France during the second half of the 20th century. This situation was due as much to the caution shown by PE teachers as to the difficulty faced by the Olympic Movement to enact the values of Olympism. In this respect, it seems exaggerated to consider that Olympism has been able to spread throughout French schools and lead to the structuring of relationships with the practice of sport. This situation reveals the limits of the Olympic ideology in relation to the transformation of modern sport and the resistance of professionals in bodily education vis-à-vis the educational issues themselves, subjected to change in order to correspond to social needs. This limit is all the stronger today, as Olympism seems to have lost its unquestionable cultural reference status over the last few years. It has in fact gone from the status of irrefutable rhetoric argument serving political projects in the development of sport to the status of normative reference in crisis, which feels the need to anchor itself to school in order to establish itself in the minds of the young. While the crisis of Olympism can be observed through the many protest movements towards the Olympic Games at an international level, it is also likewise perceived through the transformation of Olympic education as a way to survive as a cultural reference among the younger generations. It is no longer a question of surfing on the universal legitimacy of Olympism, but rather of preserving, even restoring it by convincing schoolchildren of its validity and preventing them from losing interest, once and for all, in the next 2024 Games. At sociological level, the crisis of Olympism is, Soc. Sci. 2022, 11, 62 14 of 15 in some ways, similar to the crisis of institutions ( Dubet 2002 ), i.e., in the difficulty faced in instituting individuals in the way they think and act. As at school, major sports events, such as the Olympic Games, in their own way produce ways of thinking and practising sport. And as at school, this socialisation endeavour is no longer able to continue, as it has begun to be the subject of social criticism. Consequently, in the same way as teachers must now convince, make themselves heard and justify themselves, Olympism is henceforth too strongly decried to be able to socialise without justifying itself. There exists therefore a true policy crisis against which the Olympic institution deploys a power dispositif consisting in reestablishing the Olympic model as a cultural reference model for the young generations. It has to show its sustainability at ecological level, as well as social and economic ones. It is a wager whose responsibility henceforth falls to an Olympic education that must call upon the school while remaining under the control of Olympic actors, such as the CNOSF. However, if this project makes school a policy tool for defending an Olympic model, we have demonstrated that it remains dependent upon teachers’ pedagogical conceptions of Olympism. While some use it as an aid for multidisciplinary learning by allowing the development of critical distancing where it is concerned, most of the projects are characterised by the absence of perspective, confining us to the unfiltered celebration of an indisputably virtuous model. In such cases, Olympic education establishes itself as a political project, taking the form of a power dispositif which, in the words of Foucault, makes it possible to “channel the behaviours” of the young generations who, it is hoped, will contribute to the success of the 2024 Games, as well as to preserving the model. It thus appears important to continue this initial study during the organisation of the 2024 Games. It is indeed essential to analyse the effects of the Olympic education policies implemented, as well as their sustainability. While policymakers demonstrate the wish to mark history through the organisation of sustainable legacy, continuing this study should lead to an understanding of the effects on the social practices of the individuals targeted. Download 313.53 Kb. Do'stlaringiz bilan baham: |
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