{"id":4010,"date":"2021-09-17T11:28:41","date_gmt":"2021-09-17T11:28:41","guid":{"rendered":"https:\/\/euskarakirolkide.eus\/project\/"},"modified":"2024-06-21T10:55:11","modified_gmt":"2024-06-21T10:55:11","slug":"project","status":"publish","type":"page","link":"https:\/\/euskarakirolkide.eus\/en\/project\/","title":{"rendered":"Project"},"content":{"rendered":"\n

Sport and Basque together? With some exceptions, this has often proved to be an impossible pairing. Hence the attempt to turn Basque into a travelling companion of sport, for Basque to become an important part of children and young people’s leisure time<\/strong> as well.<\/h2>\n\n
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In Basque the word “joko” – or “jolas” – is used to refer to sport. In the opinion of Johan Huizinga (2008), games take us out of everyday routine to immerse us in another world, one where (almost) anything is possible. <\/p>\n<\/div>\n\n\n\n

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The Ma\u2019isah<\/a><\/strong> project talks about the options sport can open up.<\/p>\n<\/div>\n<\/div>\n\n

Background: D ereduko kirola<\/h3>\n<\/p>\n\n
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What options do young people aged 12-16 have today to live their life in Basque? For most of them, school offers them a place to express in Basque, but what happens outside this sphere? <\/h2>\n<\/div>\n<\/div>\n\n
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These questions were the starting point for the action research project<\/strong> D ereduko kirola<\/em><\/strong>, which began in 2016. A field study was then conducted, going out to the clubs themselves to talk to coaches and young players, and observe the existing sporting climate at first hand. Thus, the protagonists were the clubs themselves, because it was a matter of finding out close up about the experiences of these children and young people. <\/p>\n<\/div>\n\n\n\n

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Over three years, we shared sports grounds, courts and pitches with all of them. Watch video<\/a><\/strong>.<\/p>\n<\/div>\n<\/div>\n\n

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This research project entitled D ereduko kirola<\/em> ran from 2016 to 2018, and in view of the results it obtained, it was felt necessary to pursue this line of work further, in terms both of research and theory and or application, taking as a basis the triad of youth, sport and Basque<\/em><\/strong>. <\/p>\n<\/div>\n\n\n\n

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To read a summary report, click here<\/strong><\/a>. <\/p>\n\n\n\n

Full report on the research from 2016 here <\/strong><\/a> and from 2017 here<\/strong><\/a>. <\/p>\n\n\n\n

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2019. In 2019, after publishing and disseminating the results of the 2016-2018 cycle, the first steps were taken to put this into practice. A field study for the period 2020-2022 was also devised, entitled Euskara Kirolkide<\/em>. <\/p>\n<\/div>\n\n\n\n

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Design of the research: 2020-2022<\/a>Download<\/a><\/div>\n<\/div>\n<\/div>\n\n

Euskara Kirolkide<\/em>: Aims<\/h3>\n\n

The primary aim was to explore further the triad of youth, sport and Basque <\/em>in order to intervene on it more effectively. The starting point for this work was formed by the conclusions of the previous phase; among them we would highlight the ability of the club to act as a a safe space (for Basque)<\/strong>. <\/h2>\n\n
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The main aim of Euskara Kirolkide<\/em> is to define the club as a safe space for Basque, i.e. to establish, from the point of view of sports clubs, what the concept of protected sport\/leisure for Basque actually means, and to come up with proposals, materials and tools for applying it.<\/p>\n<\/div>\n\n\n\n

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In sports clubs young people can find conditions to help them use Basque: activities they enjoy, a friendly atmosphere, cooperation, friendship, respect, a place to learn and so on. Moreover, Basque can also help to build a team, and can be a motor to strengthen this group. Sport can be seen as a bridge <\/strong> between school and the street, always within the process of socialisation and learning in Basque<\/strong> for young speakers.<\/p>\n<\/div>\n\n\n\n

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Na Gaeil \u00d3ga<\/strong><\/a>, sports club set up to speak in Irish Gaelic.<\/p>\n<\/div>\n<\/div>\n\n

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The notion of the safe space is of key importance to the Euskara Kirolkide<\/em> project. We have been working to define it, and continue to do so. This process of description includes three elements:<\/p>\n<\/div>\n\n\n\n

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You can read here the article \u201cBabesguneak: euskal hiztun gaz-teak aktibatzeko aukera\u201d<\/em><\/strong><\/a>. <\/p>\n<\/div>\n<\/div>\n\n

Group, relations<\/strong><\/em><\/h4>\n\n
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Rosemary Clark-Parsons (2018, 2130) defines the concept of the safe space as relational work. A similar definition is also proposed by Miren Guill\u00f3, from the point of view of feminist anthropology (Guill\u00f3 2020, 134): <\/p>\n<\/div>\n<\/div>\n\n

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“Designating a space as safe has to do with the way of being in this group: not judging other people’s opinions, listening with respect, creating spaces for mutual empowerment; basically, it consists of acting calmly, freely and responsibly.”<\/p>\n<\/blockquote>\n<\/div>\n<\/div>\n\n

Relations, group and ways of being<\/strong>, these are the three conditions to establish the basis for a safe space.<\/p>\n\n

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