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1.
D. Barker 《Sport, Education and Society》2019,24(2):134-146
Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys’ and girls’ experiences of PE. Data were interpreted using a Critical Race Theory (CRT) perspective, with the notion of ‘whiteness’ providing a specific analytic concept. The general thesis developed in the second part of the paper is that problems result not from insensitivity or incompetence but from discourses of whiteness in which many teachers live and work. By building on critical research both in general education and physical education literature and by utilizing whiteness as an analytical concept, the investigation shows how three PE teachers draw extensively on the racial discourse of whiteness and how this disadvantages non-white students. The paper is concluded with a consideration of how racial disadvantage could be challenged or disrupted. 相似文献
2.
目的:从运动员选材角度探讨短跑和中长跑项目运动员在跳深实验中支撑时间的特征,为支撑时间应用于田径运动员选材提供依据。方法:以上海市一、二线短跑和中长跑共84名运动员为研究对象。所有研究对象均进行身高、体重、跳深实验测试,分组研究两项目运动员支撑时间特征。结果:短跑男子优秀组最快和平均支撑时间都快于一般组(P<0.05),女子优秀组最快和平均支撑时间也都快于一般组(P>0.05),中长跑组也表现基本一致的趋势;项目之间进行比较也基本表现出一致性趋势,也就是短跑组最快和平均支撑时间基本快于相同运动等级中长跑组(P>0.05)。结论:支撑时间在短跑和中长跑项目中具有明显的项目特征和等级特征,可以应用于短跑或中长跑项目选材。 相似文献
3.
Jane Chi Hyun Park 《Inter-Asia Cultural Studies》2019,20(2):271-289
ABSTRACTThis essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom. 相似文献
4.
ABSTRACT Amid rising controversy around the alleged distinctions between merit and excellence lies a familiar refrain, scarcity. The narrative of academic scarcity, proclaiming the insufficient numbers of scholars and academics of color, permeates conversations in higher education. We suggest that the academic scarcity narrative, a remnant of stagnant logics of diversity, circulates as a contemporary mechanism of what we name disciplinary containment. Extending disciplinary conversations around rhetorical containment, we argue that disciplinary containment perpetuates whiteness. 相似文献
5.
6.
Greg Vass 《International Journal of Research & Method in Education》2017,40(2):137-153
This article engages with methodological concerns connected to insider education research and the ‘race-symmetry’ shared between the researcher and teacher participants. To do this, race critical reflexive strategies are utilized to show how and why this practice productively contributed to the knowledge about race making constructed in my study, a research process I describe as getting inside my insiderness. However, these reflexive practices also helped me to develop a deeper awareness of the potential for what I now describe as White shadows to infiltrate research of this type. The conceptualization of White shadows is a useful tool to describe research practices that silence or deflect attention away from issues connected to race, and hence, White shadows help expose concerns about the potential for Whiteness to remain protected by research. There are two interconnected aims of this paper. First, to illustrate the sort of race reflexive practices called for, and in doing so, to demonstrate why they are valuable and helpful in (educational) research. Second, I hope to encourage a rethink of the insider–outsider relationship that typifies ethnographic research by shifting attention to explore the inside of insider research. 相似文献
7.
AbstractLatino students now make up 1 in 4 public school students in the United States and are a rapidly growing population in nontraditional settlement areas. Yet -persistent racial and ethnic disparities in educational achievement and attainment are cause for grave concern, as high school graduation and postsecondary -education are increasingly necessary for success in a 21st-century knowledge economy. This essay discusses a major shift in demographics across the nation and the resulting urgent educational challenges. 相似文献
8.
Thandeka K. Chapman 《The Urban Review》2008,40(1):42-63
The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study
documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically
diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple
steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory
to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents
how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms.
Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current
conversations on successful reform implementation.
相似文献
Thandeka K. ChapmanEmail: |
9.
目的:初步调查我国北方地区汉、回、蒙古族健康人群MBL基因ExonⅠ54位密码子点突变的情况,检测其血浆MBL含量,探讨二者的相关性。方法:用PCR-RFLP检测MBL基因点突变频率;用MBLOli-gomerELISA试剂盒测定血浆MBL含量。结果:健康汉族人该基因突变频率0.23,血浆MBL含量均值1.99±1.50mg/L,二者负相关(r=-0.62);回族人突变频率0.15,MBL含量均值3.40±2.55mg/L,二者负相关(r=-0.67);蒙古族人基因突变频率0.18,含量均值2.52±1.95mg/L,二者负相关(r=-0.64)。结论:健康汉、回、蒙古族人MBL基因54位密码子点突变频率与其血浆含量均呈负相关。 相似文献
10.
This article examines the issue of school suspension by looking at the sociocultural factors that influence a teacher's decision to remove a student from the classroom. The authors use ethnographic and discourse analytic approaches to study how disciplinary moments are constructed by teachers and students in an urban high school in the Midwest. The analysis of classroom observations, videotaped lessons, and interviews from a longitudinal study at this multiethnic high school shows that suspensions frequently occur in the absence of any physical violence or blatant verbal abuse. Rather, suspensions are often preceded by a complex series of nonviolent events when one disruptive act among many is singled out for action by the teacher. This study has implications for current debates about zero-tolerance policies that disproportionately affect students of color for their misbehavior in school. Our analysis suggests that removing a student from class is a highly contextualized decision based on subtle race and gender relations that cannot be adequately addressed in school discipline policies. 相似文献