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Article
Publication date: 1 March 1999

Karen Savage

25

Abstract

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Kybernetes, vol. 28 no. 2
Type: Research Article
ISSN: 0368-492X

Available. Content available
Article
Publication date: 1 December 1998

Karen Savage

73

Abstract

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Kybernetes, vol. 27 no. 9
Type: Research Article
ISSN: 0368-492X

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Article
Publication date: 1 December 1999

Karen Savage and D.M. Hutton

94

Abstract

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Kybernetes, vol. 28 no. 9
Type: Research Article
ISSN: 0368-492X

Available. Content available
Article
Publication date: 1 February 1999

Karen Savage

41

Abstract

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Kybernetes, vol. 28 no. 1
Type: Research Article
ISSN: 0368-492X

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Book part
Publication date: 10 October 2024

Gary Osmond

The sociology and history of sport have neglected Pacific swimming cultures and their impact on global recreational and sporting cultures. This chapter explores the potential for…

Abstract

The sociology and history of sport have neglected Pacific swimming cultures and their impact on global recreational and sporting cultures. This chapter explores the potential for deeper analysis of Pacific contributions to aquatic recreational practices via Solomon Islands swimming. The focus is on the contributions and representations of Alick Wickham (1886–1967), a Solomon Islander who lived in Australia during the first three decades of the 20th century. Wickham, who was a champion swimmer and diver recognised nationally and internationally for his abilities, is popularly credited with introducing the crawl, or freestyle, stroke to swimming competition. While some commentators acknowledge that Wickham's crawl stroke was a practice called tapatapala in his home, Roviana, on New Georgia in the western Solomons, and that some of his other techniques and styles had Solomon Islands origins, little attention is paid to these Pacific cultural antecedents. This chapter examines Wickham's styles, reflects on their Roviana influences, and asks why these Pacific dimensions of his aquatic practices were, and continue to be, overlooked. This marginalisation of Pacific swimming cultures is analysed through the lenses of prevailing racial hierarchies and whiteness as a dominant discourse that continues to privilege white Australia development of the crawl stroke over its Solomons origins and elides other water practices that influenced Wickham.

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Towards a Pacific Island Sociology of Sport
Type: Book
ISBN: 978-1-83753-087-8

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Book part
Publication date: 28 November 2024

Olga Suhomlinova and Saoirse Caitlin O'Shea

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Transgender and Non-binary Prisoners' Experiences in England and Wales
Type: Book
ISBN: 978-1-80071-045-0

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Book part
Publication date: 27 October 2022

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Advances in Group Processes
Type: Book
ISBN: 978-1-80455-153-0

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Article
Publication date: 25 December 2023

Karen Charman

The purpose of the project was to intervene in a deficit reading of communities. This article engages public pedagogy in a way that suggests a new approach to the field. To this…

63

Abstract

Purpose

The purpose of the project was to intervene in a deficit reading of communities. This article engages public pedagogy in a way that suggests a new approach to the field. To this end, both the terms public and pedagogy are interrogated.

Design/methodology/approach

The approach in this paper is an analysis of a qualitative research project: the knowledge project and pop-up school. The theoretical framework used to undertake the analysis of this project is Hannah Arendt's conceptualisation of the public realm and Michele Foucault's use of parrhesia (the truth teller), alongside Foucault's work on power.

Findings

This article offers a whole new subject position that of the educative agent. Further, this article suggests that the educative agent takes a carriage of knowledge and therefore enacts authority.

Originality/value

This article is an original theoretical engagement with knowledge, authority and power.

Details

Qualitative Research Journal, vol. 24 no. 1
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 1 September 1999

Harriet Bradley and Gail Hebson

Questions why the analysis of class is being overlooked in the sociological mainstream. Presents some symptoms of this development followed by an evaluation. Suggests some new…

540

Abstract

Questions why the analysis of class is being overlooked in the sociological mainstream. Presents some symptoms of this development followed by an evaluation. Suggests some new directions for class research which could appeal to younger researchers. Advocates work in this area to bridge the lack of information now available.

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International Journal of Sociology and Social Policy, vol. 19 no. 9/10/11
Type: Research Article
ISSN: 0144-333X

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Book part
Publication date: 8 December 2023

Margaret M. Lo

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students…

Abstract

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.

Details

Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

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