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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