Dysfunctional Pedagogy between historical practice and legal norms: educational violence and rights in physical education and sports

Pál Hamar, István Soós, Ian Whyte, Lívia Borosán, Yvette Budainé Csepela, Boros-Balint Iuliana and Ákos Cserny

Journal of Contemporary Central and Eastern Europe, 2025, vol. 33, issue 3, 713-731

Abstract: The concept of black (dysfunctional) pedagogy emerged as a critical notion in the late 1970s. The phrase is based on Rutschky’s concept of Schwarze Pedagogik (1977) as a common, dysfunctional subset of pedagogy that endangers the physical, mental and spiritual health of students. The aim of this study is to interpret the concept of black pedagogy and to place its practice in the contemporary context. In this context, the historical and philosophical roots of the concept and the reasons were examined. Individuals may internalize the behaviours associated with black pedagogy through cultural and historical transmission. The behaviours that fall under the umbrella of black pedagogy are shaped by the influences of the historical period in which they occur. The legal aspects of black pedagogy are not primarily rooted in the regulation of education and the activities of those who participate in it, but to the emergence and development of fundamental rights for youth. The legal aspects of the subject are the responsibility of the perpetrator of the black pedagogical act, the ways in which the activity is carried out and the legal damage that occurs as a result.

Date: 2025
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DOI: 10.1080/25739638.2025.2529293

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