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<p>As communities and educational institutions navigate increasing cultural diversity alongside political polarization and social fragmentation, leaders require innovative approaches to foster connection, learning, and behaviors that bridge divides, leverage differences, and improve outcomes. Grounded in Critical Sport Pedagogy and the Developmental Model of Intercultural Sensitivity (DMIS), this conceptual analysis positions basketball as an ideal representation of intercultural leadership. Through historical and scholarly examination of the game’s origins, global reach, and cultural adaptations, the article demonstrates how basketball has consistently accepted, adapted to, and integrated diverse identities, traditions, and values. Biographical reflections from legendary players and coaches further emphasize the game’s capacity to transcend any one individual or culture. Based on this analysis, the author proposed three “rules of play” for intercultural leadership – “<i>Who’s Got Next?”/“I Got Next!”</i>, <i>Positionless Play</i>, and <i>The Extra Pass.</i> These three rules - each aligned with DMIS orientations of acceptance, adaptation, and integration – offer educators a practical framework for facilitating inclusive learning environments that foster collective growth and success within diverse groups. This analysis provides a starting point for further scholarly inquiry seeking to understand how shared social experiences, such as basketball, can help educators understand, cultivate, teach, and strengthen intercultural leadership.</p>

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Crossing Cultures to Cross Ankles: Basketball as Model for Intercultural Leadership in Education

  • 期刊论文

  • 发表日期：

    2026年7月13日

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  • Russell Morrow

摘要

As communities and educational institutions navigate increasing cultural diversity alongside political polarization and social fragmentation, leaders require innovative approaches to foster connection, learning, and behaviors that bridge divides, leverage differences, and improve outcomes. Grounded in Critical Sport Pedagogy and the Developmental Model of Intercultural Sensitivity (DMIS), this conceptual analysis positions basketball as an ideal representation of intercultural leadership. Through historical and scholarly examination of the game’s origins, global reach, and cultural adaptations, the article demonstrates how basketball has consistently accepted, adapted to, and integrated diverse identities, traditions, and values. Biographical reflections from legendary players and coaches further emphasize the game’s capacity to transcend any one individual or culture. Based on this analysis, the author proposed three “rules of play” for intercultural leadership – “Who’s Got Next?”/“I Got Next!”, Positionless Play, and The Extra Pass. These three rules - each aligned with DMIS orientations of acceptance, adaptation, and integration – offer educators a practical framework for facilitating inclusive learning environments that foster collective growth and success within diverse groups. This analysis provides a starting point for further scholarly inquiry seeking to understand how shared social experiences, such as basketball, can help educators understand, cultivate, teach, and strengthen intercultural leadership.