On the transgressive possibilities of physical pedagogic practices.

Silk, M., Francombe-Webb, J., Rich, E. and Merchant, S., 2015. On the transgressive possibilities of physical pedagogic practices. Qualitative Inquiry, 21 (9), pp. 798-811.

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DOI: 10.1177/1077800415569787

Abstract

Within this article, we critically reflect on the production and reproduction of knowledge(s) within the academic study of sport—a field dominated (to its detriment) by self-destructive versions of reductionist science that (subconsciously) act as insidious components of the social and economic condition that privileges “state” science and fail to do justice to the potentialities of “the physical” in overcoming social, political, and health inequalities. To counter such regressive orthodoxies, we focus on a corporeal/technoslow approach to the curriculum/pedagogy in an effort to initiate dialogue about a more progressive and democratic social science of sport, leisure, and physical cultures—a transgressive pedagogy that can encourage transformation and the political potentialities of “the physical.”

Item Type:Article
ISSN:1077-8004
Uncontrolled Keywords:pedagogy; critical pedagogy; disciplines and their ethical codes; decolonizing the academy; neoliberalism; politics and culture; physical culture
Subjects:UNSPECIFIED
Group:Faculty of Management
ID Code:22042
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:08 Jun 2015 11:51
Last Modified:31 Oct 2016 09:06

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