Introduction: Pedagogy, Image Practices, and Contested Corporealities

Sarah, B; Hladki, Janice

doi:10.1080/10714413.2012.686850

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…This is, if you like, the point of departure for an interdisciplinary and productive project of the physically active body that enacts an interventionist, dialogic, and slow pedagogic agenda; one that is both engaging and invigorating for "teachers" and students alike as it centralizes the performance of the physical and destabilizes taken-for-granted forms of knowledge/ data." Building on the work of Brophy and Hladki (2012) and Titchkosky (2012), such a corporeal curriculum can help in reshaping understandings of (ab)normalcy, wellness, inclusion/exclusion, the presence/absence of the body, its experiences and representations. With Rose (2013), this is a curriculum that recognizes the realities of our fleshly nature and examines the possibilities and constraints that flow from it.…”

Section: Qualitative Research and A Language Of (Physical) Possibilitiesmentioning

confidence: 99%

On the Transgressive Possibilities of Physical Pedagogic Practices

Silk

Francombe-Webb

Rich

et al. 2015

Qualitative Inquiry

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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.”

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Section: Qualitative Research and A Language Of (Physical) Possibilitiesmentioning

confidence: 99%

On the Transgressive Possibilities of Physical Pedagogic Practices

Silk

Francombe-Webb

Rich

et al. 2015

Qualitative Inquiry

View full text Add to dashboard Cite

show abstract

“…This is, if you like, the point of departure for an interdisciplinary and productive project of the active body-denoting whichever moniker that best resounds with the entrenchment and trajectory of the field-that enacts an interventionist, reflexive, dialogic and slow pedagogic agenda that centralises the performance of the physical, destabilises taken for granted forms of knowledge / 'data' and unlocks the potentialities of the field: an agenda that is both engaging and invigorating for researchers and students alike. It is a curriculum that, building on the work of Brophy & Hladki (2012) and Titchkosky (2012), can help in reshaping understandings of abnormalcy/normalcy, wellness, representations of the body, inclusion/exclusion and presence / absence of the body. This is thus a curriculum beyond 'bare pedagogy' as an instrument of neoliberal legitimization, it is one, following Giroux (2010a) that provides students with pedagogical practices that create a formative culture and safe space for development of humanistic bodily knowledges, technical knowledge, scientific skill and a mode of literacy that enables them to engage and transform (when necessary) the promise of a global democracy.…”

Section: Towards a Curriculum Of The Corporealmentioning

confidence: 99%

McKinesiology

Andrews¹,

Silk²,

Francombe³

et al. 2013

Review of Education, Pedagogy, and Cultural Studies

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Within this paper, we address how kinesiology-in a similar fashion to other disciplinary enterprises-has become enmeshed with the dictates of the market, privatization, efficiency, flexibility, and the accelerated rationalization of society, associated with the advent of late capitalism. Hence, we outline how these market considerations implicitly and explicitly privilege centrally controlled, efficiency oriented, rationally predictable, and empirically calculable ways of knowing, and of knowledge generation (Ritzer, 2004). We propose that these processes not only further wed kinesiology, the University, and implicated subjects (students as well as Professors) to the logics of the capital, but also place such concerns over human needs, civic and moral responsibilities, public values and critical contents (Giroux, 2010). These non-rational and incalculable pedagogical outcomes are crucial foundations for democracy, political freedom and equality (Brown, 2006), yet are apparently devalued in contemporary kinesiology as in other formations of (higher) education. Pace Ritzer (2006), we thus expose the epistemological McDonaldization evident with kinesiology, which we argue has resulted in a field stymied by what elsewhere has been described as its "inconvenient truth" (Andrews, 2008); namely, the intellectually and humanity limiting scientific doxa apparent and embodied within the constitution of kinesiological departments, curricular, journals, and, indeed, the kinesiology academy itself.

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Introduction: Pedagogy, Image Practices, and Contested Corporealities

Cited by 2 publications

References 12 publications

On the Transgressive Possibilities of Physical Pedagogic Practices

On the Transgressive Possibilities of Physical Pedagogic Practices

McKinesiology

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