Critical feminist service-learning: A physical activity program in a woman’s prison

Abstract

In recent decades, increasing emphasis has been placed on the role of universities in en-suring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social respon-sibility. This study analyzes the impact of a university physical activity–based CFSL project imple-mented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconcep-tions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educa-tors and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals.