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Jeremy Hapeta, Rochelle Stewart-Withers, and Farah Palmer

This article seeks to make higher level contributions to the nexus between theory and practice within sport for social change by shining light on Indigenous theory and practice in Aotearoa New Zealand (NZ). First, we acknowledge the forward and timely thinking of this special issue for providing

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Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij

Practice cannot be blind to theory, and theory cannot be blind to practice. This is simple to say yet immensely difficult to do. ( Morrison & van der Werf, 2012 , p. 400) Theory development around sport for social change agendas has received greater attention from scholars over the past 10 years

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Guest Editors: Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij EDITORIAL Sport for Social Change: Bridging the Theory–Practice Divide Jon Welty Peachey * Nico Schulenkorf * Ramon Spaaij * 1 09 2019 33 5 361 365 10.1123/jsm.2019-0291 jsm.2019-0291 ARTICLES Knowledge Translation Practices

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Per G. Svensson, Seungmin Kang, and Jae-Pil Ha

use of sport for social change. Limitations and Future Research Findings from this study should be interpreted in light of several limitations, which also provide opportunities for future research. The sample for this study only represents North American organizations. Researchers should explore

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Per G. Svensson, Fredrik O. Andersson, and Lewis Faulk

nonprofits gain access to shared expertise and pooled resources aligned with a shared common mission. In SDP, several networks and coalitions designed to facilitate increased SDP–SDP collaboration and capacity building have emerged recently (e.g., Laureus Model City Initiative, Nike’s Sport for Social Change

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Velina B. Brackebusch

love sport but “do not buy into the idea that it is a miracle cure for social problems” (p. 31). The chapter is designed to equip students to question the aims and implementation of sport-for-social-change programs as they move beyond the idea that sport experiences are inherently good and positive for

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Carrie LeCrom, Brendan Dwyer, Gregory Greenhalgh, Chad Goebert, and Jennifer Gellock

, comparing learning and reflection between students on the two trips. The programs differed in terms of students participating in each study abroad (29 Europe, 8 South Africa), as well as the focus of each trip (sport business focus in Europe; sport for social change focus in South Africa), yet both had a

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Carrie W. LeCrom, Brendan Dwyer, and Gregory Greenhalgh

is to support sport researchers and practitioners by more effectively designing and assessing sport for social change programs ( Lyras, 2007 ; Lyras & Welty Peachey, 2011 ). Meanwhile, the S4DF should be “understood as a loose frame towards sustainable community and/or intercommunity empowerment

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Chen Chen and Daniel S. Mason

communities in Canada, Gardam, Giles, and Hayhurst ( 2017 ) noted the risk of reaffirming Eurocentric values therein. Where Are We Situated? As can be shown previously, prior discussions of sport for social change have helped to address theoretical and methodological limitations and gaps and greatly extended

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Adam Cohen and Calvin Nite

-learning endeavors ( Bruening et al., 2014 , 2015 ), implementation and success of events ( Bower, 2013 ; Pate & Shonk, 2015 ), community volunteer impact on student-athletes ( Bruening et al., 2014 , 2015 ), and student perceptions in sport for social change initiatives ( Cohen & Levine, 2016 ). Additional