TY - JOUR
T1 - ‘The one that got away’: how angling as a culture of practice manifests in the teaching and learning relationship within angling-based intervention programmes
AU - Djohari, Natalie
AU - Brown, Adam
AU - Stolk, Paul
PY - 2016
Y1 - 2016
N2 - In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people ‘disengaged’ with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as ‘novices’, emerging in ‘angler talk’ that accompanies waterside coaching. We argue that young people's exposure to ‘angler talk’ amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes.
AB - In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people ‘disengaged’ with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as ‘novices’, emerging in ‘angler talk’ that accompanies waterside coaching. We argue that young people's exposure to ‘angler talk’ amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes.
U2 - 10.1080/17457823.2015.1038289
DO - 10.1080/17457823.2015.1038289
M3 - Article
VL - 11
SP - 40
EP - 56
JO - Ethnography and Education
JF - Ethnography and Education
SN - 1745-7823
IS - 1
ER -