On the Transgressive Possibilities of Physical Pedagogic Practices
Authors: Silk, M., Francombe-Webb, J., Rich, E. and Merchant, S.
Journal: Qualitative Inquiry
Volume: 21
Issue: 9
Pages: 798-811
eISSN: 1552-7565
ISSN: 1077-8004
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.”
https://eprints.bournemouth.ac.uk/22042/
Source: Scopus
On the Transgressive Possibilities of Physical Pedagogic Practices
Authors: Silk, M., Francombe-Webb, J., Rich, E. and Merchant, S.
Journal: QUALITATIVE INQUIRY
Volume: 21
Issue: 9
Pages: 798-811
eISSN: 1552-7565
ISSN: 1077-8004
DOI: 10.1177/1077800415569787
https://eprints.bournemouth.ac.uk/22042/
Source: Web of Science (Lite)
On the transgressive possibilities of physical pedagogic practices
Authors: Silk, M., Francombe-Webb, J., Rich, E. and Merchant, S.
Journal: Qualitative Inquiry
DOI: 10.1177/1077800415569787
https://eprints.bournemouth.ac.uk/22042/
Source: Manual
Preferred by: Michael Silk
On the transgressive possibilities of physical pedagogic practices
Authors: Silk, M., Francombe-Webb, J., Rich, E. and Merchant, S.
Journal: Qualitative Inquiry
Volume: 21
Issue: 9
Pages: 798-811
ISSN: 1077-8004
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.”
https://eprints.bournemouth.ac.uk/22042/
Source: BURO EPrints