(Dis)playing the indigenous body: the case of Indigenous Tribal Games (ITG) in the Philippines     

Shekinah Dorelle P. Queri 《Sport in Society》2019,22(6):966-985

Abstract

A project approved by the Philippine Olympic Committee (POC), the Indigenous Tribal Games (ITG) advocates for indigenous empowerment through traditional sports. To accomplish this, a requisite for participating in the ITG is belonging to any indigenous group. Since the audience includes non-indigenous spectators, bringing indigenous players to the fore transports the ‘Other’ to the colonizer’s consciousness that the indigenous player can not only play, but even excel, in Olympic-patterned sports. This article focuses on two ITG competitions participated in by 43 Iraya-Mangyan players of Abra de Ilog and Puerto Galera, Mindoro (2013 and 2014). The findings suggest that ITG enabled a space for the players’ performative (dis)play. Transgressions through neocolonial impositions were necessary in awakening the players’ indigenous consciousness. The ITG advocates sought to empower their contested and tentative performative identities but it has also led to their disempowerment; that is, their ‘inclusion’ has unwittingly, yet also forcibly, ‘excluded’ them.  相似文献   

Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong     

Kwok Kuen Tsang 《British Journal of Educational Studies》2019,67(2):251-267

This study argues that teachers are disempowered and demoralised moral agents. Specifically, it uses a qualitative study of Hong Kong teachers to show that teachers’ agency in the pursuit of the moral goal of education is socially disempowered. The study shows that although teachers are committed to the moral goal of education, the obstacles to attaining this goal result in demoralisation. The difficulties consist of technical disempowerment (deprivation of power over one’s labour) and cognitive disempowerment (deprivation of power to identify the instructional value of teachers’ work), which are induced by managerialist educational reforms and school administration.  相似文献   

Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment     

Areti Stylianou  David Scott 《British Journal of Educational Studies》2018,66(1):69-85

This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and localised disempowering contextual factors.  相似文献