共查询到20条相似文献，搜索用时 592 毫秒
1.
Ian Wellard 《Sport, Education and Society》2013,18(1):99-104
This paper provides a response to questions which emerged when reading Gilbourne et al's paper, questions it is suggested which compel us to go back to the very heart of what critical social science is (or can be) about. Central to this debate is the extent to which a perceived starting point in any investigation has implications upon the directions the research may take, especially if the intention is to achieve social change. It is suggested that Gilbourne et al's strategy to create a ‘fictional’ story about an individual conflicts with their attempt to observe an empirical reality and ultimately engage in critical social science.Although it is acknowledged that recognising subjectivity in terms of the reflexive stance of the researcher within the research process is crucial in social science, making the researcher the focus of the research does however significantly distort the possibilities for observing empirical reality.Whilst it is also considered that fiction, personal reflection and creative processes are all essential elements in any learning process, the argument suggested in this response is that they must be contextualised within social reality. Indeed, if social reality is to be the focus for critical enquiry then legitimate attempts must be made to acknowledge the contrasting directions certain theoretical and methodological frames will lead. The suggestion is that if critical change is the main agenda, we need to identify what it is we want to change and in doing so must prioritise the social world of others. 相似文献
2.
This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise identity as a social product and the formation of it as a social process. Our case study of ‘Adrianna’ examined through a biographical narrative analysis how such an identity may be constructed through interaction and over the life course. Three themes were identified; Adrianna's relationship to (1) significant others, (2) her body and (3) sociocultural norms and expectations. Reflecting this fluidity of exercise identities, we suggest the alternative concept ‘vulnerable exercise identity’ to better understand the subtler dynamics of exercise identity formation and development. Adrianna's case is presented as a ‘recognizable story’, representative of the struggle many people face when trying to become more physically active in contemporary western societies. 相似文献
3.
The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and coaches to better understand the activity of coaching. Finally, a conclusion draws together the main points made, particularly in terms of how using such a perspective and conceptualisation of coaching could benefit future coach education programmes. 相似文献
4.
David Kirk 《Sport, Education and Society》2013,18(3):320-332
This lecture considers how it might be possible to make a career as a university scholar at a time when the university is becoming increasingly corporatised. Consistent with the intent of the Physical Education and Sport Pedagogy (PESP) Special Interest Group (SIG) Scholar Lecture, I draw on personal experiences from my own career as a university teacher, researcher, teacher educator and leader to consider the extent to which the hegemony of corporatisation might be challenged and subverted, the kinds of resistance that can and should take place, and the central importance of collegiality and scholarship to the sustainability of the university as an institution of higher learning. I will consider more specifically what it means to develop a career as a scholar in a practical and marginalised field such as PESP, and the possibilities that exist to secure the future of the field of research and praxis. 相似文献
5.
The value of sport as a vehicle for social development and progressive social change has been much debated, yet what tends to get missed in this debate is the way education may foster, enable or impede the transformative action that underpins the social outcomes to which the ‘sport for development and peace’ (SDP) sector aspires. This article draws on the critical pedagogy of Paulo Freire and his contemporaries to examine the nature of transformative action and how it may be fostered within SDP programs. Insights from critical pedagogy are applied to, and illustrated through, qualitative research undertaken with SDP programs located in Cameroon and Kenya. The findings show the complexities of designing and implementing critical pedagogy in a SDP context and, in particular, the challenges of creating and mobilizing for transformative action. Opportunities and lessons for embedding critical pedagogy within SDP programs are also presented. 相似文献
6.
Ben Williamson 《Sport, Education and Society》2015,20(1):133-151
The emergence of digitized health and physical education, or ‘eHPE’, embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms ‘do things’ in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a ‘biopedagogy’ of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an ‘algorithmic skin’, connected to a wider ‘networked cognitive system’. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies. 相似文献
7.
Richard Keith Wright 《Journal of Sport Tourism》2018,22(2):93-108
ABSTRACTThis is a true story about the active sport tourists encountered at the 17th World Veterans Championships (WVC 2014), with a particular focus on the movements and memories of the world's oldest international table tennis player. Through the employment of creative analytical practice and, more specifically, creative non-fiction, I offer an (auto)ethnographical narrative designed to target your sociological imagination, engendering a deeper, personally applicable, appreciation towards the consumption and production of active sport tourism. A couple of overlapping evocative vignettes offer a candid insight into how new awareness, attraction, attachment and allegiance have been created from my personal involvement and social interaction with over 200 active ageing athletes, including an inspiring Australian centenarian named Dorothy (Dot) de Low. By sharing my story, I hope to encourage others to stop hiding in the shadows, embrace their subjectivity and share their lived experiences of active sport tourism engagement. 相似文献
8.
Anne Flintoff Fiona Dowling Hayley Fitzgerald 《Physical Education & Sport Pedagogy》2015,20(5):559-570
Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also contribute to a deficit view of racialised students in relation to an accepted white ‘norm’, and position white teachers ‘outside’ of race. Recent calls argue for a shift in focus towards an examination of the workings of the dominant culture through a critical engagement with whiteness, positioning white teachers within the processes of racialisation. Teacher educators' roles are central, and yet, while we routinely expect student teachers to reflect critically on issues of social justice, we have been less willing to engage in such work ourselves. This is particularly the case within physical education teacher education (PETE), an overwhelmingly white, embodied space, and where race and racism as professional issues are largely invisible.Purpose: This paper examines the operation of whiteness within PETE through a critical reflection on the three co-authors' careers and experiences working for social justice. The research questions were twofold: How are race, (anti) racism and whiteness constructed through everyday experiences of families, schooling and teacher education? How can collective biography be used to excavate discourses of race, racism and whiteness as the first step towards challenging them? In beginning the process of reflecting on what it means for us ‘to do own work’ in relation to (anti) racism, we examine some of the tensions and challenges for teacher educators in PE attempting to work to dismantle whiteness.Methodology: As co-authors, we engaged in collective biography work – a process in which we reflected upon, wrote about and shared our embodied experiences and memories about race, racism and whiteness as educators working for social justice. Using a critical whiteness lens, these narratives were examined for what they reveal about the collective practices and discourses about whiteness and (anti)racism within PETE.Results: The narratives reveal the ways in which whiteness operates within PETE through processes of naturalisation, ex-denomination and universalisation. We have been educated, and now work within, teacher education contexts where professional discourse about race at best focuses on understanding the racialised ‘other’, and at worse is invisible. By drawing on a ‘racialised other’, deficit discourse in our pedagogy, and by ignoring race in own research on inequalities in PETE, we have failed to disrupt universalised discourses of ‘white-as-norm’, or addressed our own privileged racialised positioning. Reflecting critically on our biographies and careers has been the first step in recognising how whiteness works in order that we can begin to work to disrupt it.Conclusion: The study highlights some of the challenges of addressing (anti)racism within PETE and argues that a focus on whiteness might offer a productive starting point. White teacher educators must critically examine their own role within these processes if they are to expect student teachers to engage seriously in doing the same. 相似文献
9.
The purpose of this article is to examine how Timbers Army members collectively construct and present their supporter group identity through an awareness of and interaction with soccer and supporter culture at different socio-geographic scales. Central to this is a strong attachment to and with place – most specifically to the city of Portland, Oregon, where the team is based. Using participant observation and interviews, we explore how the group’s identity evolved in a country without a history of soccer support. The findings illustrate how individuals and collectives come to view themselves and their locality within a globalized world through processes of glocalization and relativization. Soccer and its attenuate supporter culture(s) are perfect arenas for exploring social identity and the fuzziness of geographic borders within global–local interactions due to the global appeal yet highly specific local manifestations of soccer support. 相似文献
10.
AbstractEstablished in 2012, ‘the Seekers’ are a football club in Melbourne, Australia. Initially set up to provide social recreation for various refugees and asylum seekers, the Seekers have more recently entered a team in the mainstream league competition. Based on ethnographic fieldwork, this paper considers how football facilitates forms of social inclusion for team members, both in relation to the action of the sport and the political and social context of Australian society more broadly. In many ways the field of sport is highly contested as players engage with the mainstream; however the solidarity forged through playing creates the possibility for moments of social inclusion in other ways. The capacity of sporting interactions to facilitate social inclusion for male team members is vexed, though there is evidence to suggest that, in the correct conditions, sport can contribute to an individual’s capacity to access employment and educational opportunities. 相似文献
11.
The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an ‘ethic of care’, instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble ‘truths’ disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher. 相似文献
12.
Clara S. Lewis 《Sport in Society》2016,19(7):877-890
This article offers a visual analysis of online videos that feature innovative street trials cyclist Danny MacAskill. While MacAskill tends to be defined exclusively as an extreme athlete, this article instead considers his popular online videos as acts of poesies that make visible the theme of flourishing in the midst of uncertainty. Drawing on and contributing to extreme sports studies as well as recent social theory on precariousness, the article notes the understudied meaning making potential of extreme sports performances, which navigate the peril that characterizes contemporary existence through risk and play. I argue that MacAskill’s videos deserve greater attention because he provides a counterexample to the kinds of hypermasculine extreme sports performances that have historically been studied. Ultimately, the article considers how analysing MacAskill’s videos can begin to redirect critical understandings of the relationship between cultural production, gender performance and extreme sports. 相似文献
13.
Deborah Tannehill 《Physical Education & Sport Pedagogy》2016,21(1):105-120
Purpose: Social theory of learning speaks to the social nature of our lives and our attempts to understand both what and how we learn from it. My experiences are built upon and reside with the social context in which they evolved. In this lecture, I will focus on my own experiences and how I interpreted them through social theory of learning that resulted from my collaboration between colleagues, mentoring that I received and shared and the pedagogical communities within which I grew.Main outcomes and results: Within each of these contexts my experiences resulted from the dialogue in which I took part. Johnston-Parsons suggests that dialogue of pedagogies provides a means of coming to know yourself and your teaching. She describes ‘a mirror as one way of describing dialogue-as-learning’ as ‘when dialogue occurred we were sharing ideas at the same time we were, as a group and as individuals, recognizing and changing our minds’ (69). The types of dialogue experienced by this teacher educator have taken place over four decades in several contexts and have resulted in my own interpretations that have shaped my practices and pedagogies.Conclusion: Through my own developing and changing teaching metaphor I will tell the story of my development as a teacher educator and the lessons I have learned that shape my practices and interactions with prospective and practising teachers. 相似文献
14.
Holly Thorpe 《Sport, Education and Society》2013,18(5):666-686
In this paper I call for ‘new forms of thinking and new ways of theorizing’ the complex relations between the biological and social in sport and physical culture. I illustrate the inseparability of our biological and social bodies in sport and physical culture via the case of exercise and female reproductive hormones. Inspired by feminist biologists and philosophers of science such as Lynda Birke and Elizabeth Grosz, I describe my current research project in which I am seeking to create space for female exercisers' (as distinct from female athletes) voices about their embodied experiences of exercise-associated amenorrhea. I offer reflections from my ongoing study and reveal a number of dilemmas that emerge as I consider how we might bring biology—and particularly hormones—back into conversations about women's moving bodies in non-reductionist and non-determinist terms. I conclude by advocating the need for more transdisciplinary approaches to help us move toward more multidimensional understandings of the body in sport and physical culture. 相似文献
15.
Mark Rubinfeld 《国际体育史杂志》2013,30(2):167-189
This article examines the social significance of Jim Thorpe as a pivotal figure in twentieth-century American history, exploring representations of Thorpe in the context of his life and times, the entities that produced these representations, and the social consequences of their productions. In a century in which attitudes about, definitions of and policies towards Native Americans were dramatically reshaped, Thorpe's life story had tremendous popular appeal and symbolic significance for both Native Americans and non-Native Americans. A closer look at how this story was framed, by whom and for what purposes, offers critical insights into the role that representations played – and continue to play – in producing, legitimating and occasionally challenging systems of power and privilege in the United States. 相似文献
16.
Steven Rynne 《Sport, Education and Society》2016,21(4):605-622
This paper considers the pedagogical properties and subsequent impact of sport-for-development programs across a variety of sites in Australia. Moreover, this research adopts a socio-personal account of learning in an attempt to examine the contributions of the social and physical worlds related to surfing programs as well as the individuals’ role in construing and constructing meaning through participation in these worlds. The major learning stories that emerged from this research were in relation to connections with and learning from the ocean, programme providers, Indigenous peers and Indigenous community members. More specifically, learning reportedly related to spiritual (re)connection with land and ocean, the (re)development of Indigenous and surf-specific cultural knowledge, and the (re)establishment of familial and community bonds. While these stories are significant in their own right, the learning affordances present in these programs are worthy of further attention. Indeed, the contributions of the physical and social environments at each site had important implications for the overall pedagogical properties of the programs. For example, the physical conditions of the surf as well as the features of the coastal landscapes served to shape the activities and interactions of individuals within the programs. In a similar fashion, the contributions of program leaders impacted directly on the nature and direction of learning through the organisation and support of the social environment as did the personal agency of the individual learners. Through a socio-personal approach it is possible to consider the contributions of the social and physical world, how individuals engage, construe, construct and reconcile their experiences and the relations between all of these components when learning in sport-for-development settings. 相似文献
17.
Helen Owton 《Sport, Education and Society》2017,22(6):732-743
Through a process of collaborative autoethnography, we explore the experiences of one female athlete named Bella who was groomed and then sexually abused by her male coach. Bella's story signals how the structural conditions and power relationships embedded in competitive sporting environments, specifically the power invested in the coach, provide a unique sociocultural context that offers a number of potentialities for sexual abuse and exploitation to take place. We offer Bella's story as a pedagogical resource for those involved in the world of sport to both think about and with as part of a process of encouraging change at the individual and institutional levels. 相似文献
18.
Dean Lusher Garry Robins Peter Kremer 《Measurement in physical education and exercise science》2013,17(4):211-224
This article reviews how current social network analysis might be used to investigate individual and group behavior in sporting teams. Social network analysis methods permit researchers to explore social relations between team members and their individual-level qualities simultaneously. As such, social network analysis can be seen as augmenting existing approaches for the examination of intra-group relations among teams and provide detail of team members' informal connections to others within the team. Social network analysis is useful in addressing the issue of interdependencies in the data inherent in team structures. Social network terms are introduced and explained by way of an example team, software and resources are discussed, and a statistical approach to social network analysis is introduced. 相似文献
19.
S. K. Wertz 《体育哲学杂志》2013,40(1):79-85
We argue that new meta-theoretically based applications of non-traditional perspectives of knowledge in science, and sport science, that highlights the question of ‘being woman’, and our understanding of woman as a social and biological being through sport, can enrich the general understanding of gender, identity, body and sport by developing and deepening a critical humanistic sport science perspective through athletes’ artistic reflections of their own athletic female body. 相似文献
20.
我国体育社会科学研究的回顾与展望 总被引：12，自引：1，他引：11
1979年以来我国体育社会科学迅速发展。研究队伍初具规模,体育学列为国家一级学科,研究成果日益受到重视。体育社会科学的应用性研究将进一步受重视,国家体委将加强对体育社会科学研究的组织、课题管理和人才培养,注重建立科研成果转化机制等。 相似文献