The social economy as produced space: the ‘here and now’ of education in constructing alternatives

Brown, Scott

doi:10.3384/rela.2000-7426.rela9095

Cited by 4 publications

(5 citation statements)

References 24 publications

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“…Our sports geography work, and the distinct need we feel for encouraging deeper spatial awareness in Sports Management, is theoretically informed by spatial scholars and critical pedagogues. Specifically, we take encouragement from seminal scholars such as Henri Lefebvre (1991;Lefebvre & Réguiler, 1986[2004), Yi-Fu Tuan (1977), Edward Soja (1989) and David Harvey (1990), as well as from sports geographers John Bale (1996), Chris Gaffney (2014), Cathy van Ingen and colleagues (2003;2018), Gavin Andrews (2016), and from educational/pedagogical critics Henri Giroux (2011) and Sheridan Brown (2017). Such scholars have argued, variously, for critical conceptualisations and interrogations of space, and for educational shifts that lead not only to understandings of space, but to transformative actions that reconfigure space and constituents lives and interactions therein.…”

Section: Geography Sports Management and Higher Educationmentioning

confidence: 99%

Spatialising Sport Management

Kohe

Wise

2023

Journal of Geography in Higher Education

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Sport and geography may be considered allied and complementary disciplines. They share, variously, interests in ideological and physical spaces, political and socio-cultural processes of space-and place-making, historical dis-/continuities, individual and collective identity formation, demography and topographies and representational practices therein. Additionally, sports geography has also emerged as a distinct field of study. Notwithstanding the diversity and strength of activities undertaken within sports geography, and substantive research foundations, the subject still sits uneasily within Higher Education degree programmes. Sports geography modules may, for example, be taught independently within Geography, Sport Management/Studies/Science, Urban Studies, Development or Liberal Arts programmes, or form a bridge across shared degree/honours courses as a way of attracting an interdisciplinary audience of students. Regardless of institutional 'home', sports geography, we believe, affords a rich context for engaging students with critical contemporary issues, global-local analysis, and socio-cultural complexities and social justice concerns, guided by spatial theorists. We argue in this paper for a more pronounced place for sports geography -specifically, critical spatial studies -within Sports Management. In doing so, we draw on our professional and personal experiences teaching sport and geography related courses in the United Kingdom and wider Europe, USA, New Zealand, Australia and Taiwan. First, we contextualise the teaching of sports geography against wider Higher Education forces. Second, we provide pedagogical illustrations of the benefits of a sports geography focus. Finally, we offer some recommendations and reflections. Ultimately, we advocate for improved collaboration between Sports Management and Geography fields, and call for continued scholarly and pedagogical symbiosis and play that might produce new and creative interdisciplinary inquiry.

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Section: Geography Sports Management and Higher Educationmentioning

confidence: 99%

Spatialising Sport Management

Kohe

Wise

2023

Journal of Geography in Higher Education

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“…Lefebvre's spatial consideration provides, Middleton (2017) and others (e.g. Alhadeff-Jones, 2016; Brown, 2017;Gulson & Symes, 2007) suggest, a way of understanding forces acting upon education sites, and also how ideas, structures and practices (e.g. "technocratic rationality", organisational power and hegemonic knowledge formations) may be disrupted, challenged and replaced.…”

Section: Theorising L'space Olympiquementioning

confidence: 99%

“…"technocratic rationality", organisational power and hegemonic knowledge formations) may be disrupted, challenged and replaced. Similarly, Brown (2017) adds that Lefebvre's "spatial triad" (composed of representations of space, spatial representations and spatial practice) offers a means to create alternative educational spaces that are meaningful and empowering to constituent individuals and groups. We have embodied this intersectional geographic-educational thinking in our spatial framework.…”

Section: Theorising L'space Olympiquementioning

confidence: 99%

Conceptualising L’Space Olympique: Tokyo 2020 Olympic education in thought, production and action

et al. 2021

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“…30 Further work has also noted Lefebvre's contribution beyond heritage spaces to education, pedagogical development, the promotion of critical agency and social transformation in an array of learning environments. 31 However, at present, there remains potential for the framework to be utilised within the context of sport heritage. Congruent to Lefebvrian approaches, and NBHC's educational underpinnings, we see utility in offering a conceptual analysis of NBHC thought, production and action space to explore some of the ideals that underpin the Centre as a heritage space, how these ideals manifest in material (the exhibit) and virtual (social media) production, and what opportunities manifest for action and alternative meaning making.…”

Section: Conceptualising the Nbhc Spacementioning

confidence: 99%

#hoops #basketballhistory @Hoops_Heritage: examining possibilities for basketball heritage within the context of higher education, critical museology and digital redirections

2021

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Until recently, investment into sport heritage in the United Kingdom has been sporadic, variable and inconsistent. This is particularly the case for sports conventionally not considered significant to popular national interest. In the UK, this classification extends to basketball. The situation is changing, and development of the nation's sport heritage is progressing. However, support for sport heritage cannot be guaranteed and continued efforts need to be individually and collectively made to advance its causes. Taking the development of the National Basketball Heritage Centre (NBHC) located at the University of Worcester in the United Kingdom as its focus, this paper interrogates how sport heritage practices and progress might align with the nexus of shifts in higher education (in which the NBHC resides), critical museology and digital redirections. This intersectional paradigm may yield exciting opportunities for sport heritage thought, production and action. Namely, by generating spaces of analysis, reforming modalities of production, and inspiring critical advocacy in representational praxis. Focusing on community identity and youth development, we envision the NBHC as a more than archival tome/ tomb, but as a site of transformative social inquiry that (virtually) connects the physical practices of the past with politics of the present and beyond.

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The social economy as produced space: the ‘here and now’ of education in constructing alternatives

Cited by 4 publications

References 24 publications

Spatialising Sport Management

Spatialising Sport Management

Conceptualising L’Space Olympique: Tokyo 2020 Olympic education in thought, production and action

#hoops #basketballhistory @Hoops_Heritage: examining possibilities for basketball heritage within the context of higher education, critical museology and digital redirections

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