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Mark Falcous 《Soccer & Society》2015,16(4):555-572
This paper interrogates the media articulation of football/soccer to New Zealand national consciousness during the 2010 FIFA World Cup. 541 articles from national and regional newspapers and Internet news sites were gathered and analysed using a critically discursive approach. I argue that the press re-framed football within the national sporting imagination in the context of a narcissistic nationalism. Coverage was underpinned by several interlocking themes. First, falsely positing football as ethnically inclusive by emphasizing Māori players’ presence in the national team. Second, the entrenchment of archetypes and caricatures of both others and the national self. This included the evocation of a mythic New Zealand masculinity, with specific individuals lionized as key embodiments of the fictive national character. Third, the caricaturing of other nationalities is also used to bolster the national self – in particular the Italians and Australians. Such framings resonate with long-standing themes in the selective construction of a settler-informed New Zealand nationalism. Coverage, however, ignores the complexity of how individuals are flexibly and ambiguously articulated to the nation, particularly in the context of the global football labour market. 相似文献
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Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity . The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education. This study explores discourses shaping pre-service primary teachers' understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A 10-minute writing task prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18–46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which were collapsed into three broad areas of students' understandings of physical education—sport, health and physical education. The research design allowed access to pre-service teachers' understandings of physical education. Participants' understandings reflected their own school experiences and were framed within health and sport ideologies of physical education. Although acknowledged as an important part of school life physical education was perceived as a break from academic subjects where the purpose of learning was to learn sports and activities to stay fit and healthy. While the overwhelmingly positive nature of participants' experiences and the changing discourses around competition and team games are encouraging the dominant discourses of physical education continue to reflect the dominant aspects of wider physical culture in Ireland. The capacity of physical education to move beyond reproducing dominant sport and health ideologies provides a significant challenge to teacher education contexts, to challenge dominant discourses and recreate understandings of physical education for future action. 相似文献