Professional Football Clubs as Pedagogical Arenas: Ethnographic Explorations of CSR and Social Work in Randers FC

Abstract

Research topic/aim
This project explores how pedagogical interventions emerge within the CSR work of professional football clubs, focusing on Randers FC in Denmark. Through ethnographic fieldwork, it examines how clubs act as informal pedagogical arenas engaging at-risk youth, contributing to social inclusion, value creation, and local welfare innovation. The study is situated in the Danish welfare context, marked by staff shortages, youth disengagement, and declining interest in welfare professions (Hulgård et al., 2016).

Theoretical framework
The study draws on phenomenological pedagogical perspectives (van Manen, 2015; Rothuizen, 2022), emphasizing pedagogical tact and situated judgment. It integrates theories of social innovation (Sørensen & Torfing, 2016), the concept of StreetDecency (Ilic & Mørck, 2023), and CSR in private enterprises. Research shows that all 20 English Premier League clubs in 2018/2019 implemented initiatives in education, health, and social programs, bridging private enterprise and civil society through pedagogical interventions (Ráthonyi-Ódor et al., 2020). These insights support the hypothesis that CSR strategies are realised through local social pedagogical engagement, fostering belonging and connectedness.

Methodology/research design
The project uses a phenomenological and explorative approach, suspending assumptions to listen, observe, and describe. Methods include participant observation, semi-structured interviews, and walking,
interviews/go-alongs (Kusenbach, 2003) with CSR staff and youth. These generate site-specific, embodied data and reveal hidden dynamics in social interventions.

Expected results/findings
Preliminary findings indicate that CSR staff enact pedagogical practices marked by improvisation, care, and ethical responsiveness. These often transcend formal professional boundaries and challenge conventional welfare structures. The study highlights how football clubs collaborate with municipalities to engage marginalized youth, raising questions about responsibility, continuity, and legitimacy.

Relevance to Nordic educational research
This study contributes to Nordic educational research by exploring informal pedagogical practices in non-traditional settings. It challenges boundaries between public and private welfare provision and offers insights into how relational and intuitive pedagogies can address complex issues in youth work. The project also informs broader debates on inclusion, professionalism, and civil society’s role in education and care.