Leisure as an agent of social change: special issue introduction

Lewis, Gemma; Maxwell, Hazel; Hawkins, Clayton J.

doi:10.1080/11745398.2019.1586308

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…Richardson, 1997;Markula & Denison, 2005;Markula & Silk, 2011;hooks, 1990). Impacting inequality, and provoking cultural change and social justice is also a key concerns for many scholars of leisure, including conversations about how to impact social justice through research practices (Parry, Johnson & Stewart, 2013;Lewis, Maxwell & Hawkins, 2019;Sjollema & Yuen, 2017). As Caudwell argues, "making a difference" through leisure scholarship can take different forms, including "a simple moment between an author and a reader within which the reader is moved to think, and act, differently" (in Silk, Caudwell & Gibson, 2017, p155).…”

Section: Examining Fiction's Role In Provoking Critique and Challengi...mentioning

confidence: 99%

Fact, faction and fiction: exploring fictional composition as a tool for knowledge production in leisure research

Wheaton

Mansfield

2022

Annals of Leisure Research

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Section: Examining Fiction's Role In Provoking Critique and Challengi...mentioning

confidence: 99%

Fact, faction and fiction: exploring fictional composition as a tool for knowledge production in leisure research

Wheaton

Mansfield

2022

Annals of Leisure Research

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“…The need to place the focus on youth derives from the fact that young people face complex social challenges at a sensitive development period of their lives such as forging meaningful relationships with others, developing critical thinking as well as values and life skills (Lerner, 2021 ). Collectively, these youth-centric frameworks provide the theoretical groundwork for a critical praxis to promote physical literacy and the development of youth (Lewis et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy: Implications for Today's Youth

Santos¹,

Newman²,

Aytur³

et al. 2022

Front. Sports Act. Living

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The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate concepts from a range of theoretical frameworks, which may help youth transform into social change activists and competent movers. Such critical perspectives may guide sport and physical education programming as contemporary society poses numerous challenges concerning youths' diverse emotional, mental, physical, and social needs. In order to advance knowledge and practice, we urge researchers and practitioners to rethink the way sport and physical education has been traditionally conceptualized. Ultimately, we propose that educating individuals to recognize and then confront neoliberal values within a post-pandemic landscape is critical. These notions may help researchers (re)frame their positionality and readiness to tackle physical literacy through broader theoretical lenses which—as alluded to in this article—may equip practitioners and researchers to meaningfully advance social justice.

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