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1.
ABSTRACTAmidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development. 相似文献
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ABSTRACTThere is a continuing debate about the contribution of sport and sport for development and peace (SDP) to both the theory and practice of social justice. At the same time the policy world is showing strong indications that it is seeking politically smarter ways of understanding what it means to foster social justice, development, and inclusive peace processes. This position statement is committed to sport actively being seen to be playing a part in addressing the challenges that face humanity in the 21st century. The proposition is that sport and SDP are served well by a capability approach (CA) as a framework that enables the construction of the common good. The article considers a CA for social justice prior to a discussion of sport, capability, and the common good, which positions sport as a resource of hope in fostering politically smarter cultural relations. 相似文献
3.
Melanie Walker 《Critical Studies in Education》2020,61(3):263-278
ABSTRACT This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education. 相似文献
4.
ELAINE UNTERHALTER 《British Journal of Sociology of Education》2003,24(5):665-669
Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation. 相似文献
5.
Lucia Trimbur 《Quest (Human Kinetics)》2019,71(2):252-265
ABSTRACTThis essay analyzes the role of sport protest under the current United States presidential administration. Protest has long been a feature of sporting rituals; social unrest in this realm is not new. However, at this moment, activism in sport allows us to see larger political alliances, affinities, and solidarities in a particularly useful way. I argue that the world of sport is fostering discussion, debate, and dissent that are uncommon and largely unavailable in other spaces, which, in turn, is opening up a new counterpublic. I offer two examples of challenges athletes have made to anti-Black racism, class inequality, and sexism, with one highly visible, and one less visible. And I contend that these actions are refusals that both draw on and differ from the iconic sporting refusal of the 1960s Civil Rights era–the image of the Black athlete standing alone on the victory stand–by highlighting the role of symbolic action in prompting democratic deliberation. 相似文献
6.
Bruce Macfarlane 《Higher Education》2012,63(6):719-732
The scholarly debate about academic freedom focuses almost exclusively on the rights of academic faculty. Student academic
freedom is rarely discussed and is normally confined to debates connected with the politicisation of the curriculum. Concerns
about (student) freedom of speech reflect the dominant role of negative rights in the analysis of academic freedom representing
‘threats’ to academic freedom in terms of rights which may be taken away from a person rather than conferred on them. This
paper draws on the distinction between negative and positive rights and the work of Sen (1999) to re-frame student academic freedom as capability. It is argued that capability deprivation has a negative impact on the
extent to which students can exercise academic freedom in practice and that student capability can be enhanced through a liberal
education that empowers rather than domesticates students. 相似文献
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Emilia Szekely 《教育政策杂志》2013,28(5):669-685
AbstractWe defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development. 相似文献
9.
Robert Gray Gunderson 《Communication quarterly》2013,61(2):19-20
In painting and music it is common for one artist to build upon the work of another. Beethoven's Ninth Symphony is a composite of variations on Schiller's Ode To Joy, and Picasso readily admitted that he drew heavily from the work of Velasquez in some of his early paintings. The practice of thematic variation is, however, less frequent in works of dramatic literature. Seldom does one writer draw upon the work of another in an obvious manner, use it to reinforce his own thesis, and have his borrowing remain undetected. Yet this is precisely what playwright Arthur Kopit has done in The Day The Whores Came Out To Play Tennis. Although Kopit's thematic variations may not be obvious in the work as produced, they are, however, quite clear if the play is read. The only possible explanation for lack of comment on what is obvious is that very little has been written about any of Kopit's work. Nevertheless, in The Day The Whores Came Out To Play Tennis, Kopit draws extensively from material contained in Anton Chekhov's play, The Cherry Orchard. 相似文献
10.
Philippe Lemistre 《British Journal of Sociology of Education》2019,40(7):953-969
AbstractWe bring together the theories of Bourdieu and Sen in order to understand the processes that influence the study paths chosen by young people with a general degree from a science university in France. The weighting of economic and cultural capital within study options taken in secondary education and during the premier cycle (the first three years of tertiary education) helps characterise elements of students’ trajectories which either stymie or reinforce a nonetheless dominant reproduction. 相似文献
11.
Geoffrey Walford 《牛津教育评论》2013,39(3):405-409
In spite of critiques by philosophers from Ryle through to Dreyfus, the assumption that acquisition and exercise of intelligent capability requires conscious contemplation has remained powerful in teacher education, apparently sustained by recent emphases on teacher thinking, cognitive-constructivist influences and Schon's promotion of reflection in professional learning. In this first of two linked papers I draw attention to recent empirical work and connectionist modelling within psychology as adding strong support and further articulation to these traditional critiques by way of evidencing a powerful role of implicit learning in the acquisition of capability. This in turn prompts a re-examination of the procedural-declarative/knowing how-knowing that distinction and a consideration of some of the many ways in which implicit and explicit processing may be involved in the deployment of human capability. A second paper to appear in the December issue of this journal will consider implications of this work for the initial preparation of teachers. 相似文献
12.
Robert J. Schinke Thierry Middleton Brennan Petersen Sanfu Kao Deborah Lefebvre Bahaa Habra 《Quest (Human Kinetics)》2019,71(2):163-174
ABSTRACTThere are varied approaches that have been used in sport for development (SFD) projects. This article is focused on the move by sport and exercise psychology researchers toward community-based SFD projects where marginalized groups are centralized. The authors have chosen two of their projects to exemplify different approaches to SFD. An initial project with an Aboriginal community is critically examined to reveal cultural missteps that perpetuated cultural colonization–something antithetical to community capacity building. The second project is then considered because of its closer alignment with cultural praxis and community capacity building. This second project focuses on the initial developments of a YMCA physical activity project designed to meet the needs of forced immigrants (a self-titled name developed by the refugee community members) and the staff who work with them. We culminate with five postulates proposed for SFD project teams derived from our vantage in sport and exercise psychology, where community engagement and eventual self-governance are imperatives. 相似文献
13.
Inge Bates 《International Studies in Sociology of Education》2013,23(1-2):225-243
ABSTRACT This paper suggests that, while there is a wealth of work on the economic benefits of training, relatively little attention is being given to relationships between vocational training and broader social structures and trends. The focus here is on social processes within vocational training. The paper is based on ethnographic research into training for employment in the field of institutional care. This study documented dramatic adjustments in young people's attitudes towards work which occurred in the course of training. The paper explores ways in which training contributed to these adjustments. Two fundamental inter‐related processes are identified, which may also have wider relevance: screening for social and cultural attributes and discipline. The analysis of the discipline of training draws upon the work of Foucault in order to highlight the importance of current trends towards increased ‘surveillance’ and accountability at work. Through such processes, it is suggested, training may both serve to reinforce links between class, gender and occupational destinations and may also reinforce the control of labour within occupations. 相似文献
14.
《Cambridge Journal of Education》2012,42(3):409-424
Empirical research focused on women studying childcare in an English further education college found the participants strangely contented despite demanding lifestyles. They were intent on integrating their family, work and educational commitments rather than actively seeking future gain, an understanding that led to the development of an original model of integrated lives, later recast as an example of a capability set. This paper describes how Sen’s capability approach was customized to make further sense of the empirical findings, and, in particular, how common interview themes were developed into capability indicators and grouped into capability chains to enable comparison between otherwise disparate narrative accounts. The women’s biographies emphasize the importance of fostering early capability in young children and reveal how, frequently, this is overlooked. The paper argues that educational policy should accord people the freedom to choose their own lives before reiterating how the capability approach can support such choices. 相似文献
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ABSTRACT Candidate wellbeing is recognised as a continual challenge for doctoral programs, with government mandates requiring an institutional response. This article explores the experiences of candidates undertaking intensive writing sessions (‘Write-Ins’) and their influence on their wellbeing. Exploratory findings demonstrate opportunities for Write-In models to contribute positively to ‘Spaces of Wellbeing’. Spaces of Wellbeing theory highlights four dimensions of space that influence wellbeing: capability, security, integrative and therapeutic spaces. Findings show the Write-Ins contributed positively to wellbeing by offering space for candidates to enhance writing productivity, to work to their own pace, to connect with others, and to work flexibly. 相似文献
17.
This article discusses theoretical tensions within a feminist-poststructural life history study that used a hybrid methodology for data analysis, including speech act theory, deconstruction, psychoanalysis and social postmodernism. In particular, the article explores the paradox of using "spoken accounts" to investigate "homophobic silences" about lesbian sexuality in the life histories of six lesbian and heterosexual physical education teachers. This paradox was, in part, resolved by drawing on Jonathon Culler's (1992) distinction between understanding, which asks questions the text insists upon, and overstanding, which asks questions the text did not pose. Excerpts from the life history interviews about coming out, marriage, lesbians in sport and teacher-student crushes illustrate how speech act theory and social postmodernism led to understanding while deconstruction and psychoanalytic theory contributed to overstanding. 相似文献
18.
Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable beings and doings. This paper explores the recent emergence of ‘capability’ in Australian education policy, specifically in the Australia in the Asian Century White Paper. We explore capability as a framing device and reveal how its various meanings are at odds with the scholarly literature, specifically Sen’s conception of capability and its implications for social justice in and through education. The analysis shows that the social justice intent of a capability approach appears to be overtaken in the White Paper by an emphasis on outcomes, performance and functionings that seek to serve the nation’s economic interests more than the interests of students, especially the disadvantaged. 相似文献
19.
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities. 相似文献
20.
《Quest (Human Kinetics)》2012,64(4):517-532
ABSTRACTAs researchers interested in social aspects of sport, we enmesh ourselves in the work of memory, (re)membering and forms of “capturing” sport and sport experiences. While nostalgia is at play in these social constructions of sport, for researchers, we contend that the concept of nostalgia can prove devious. In this article, we illustrate the social significance afforded to nostalgic experiences or events, and consider their representation in social sciences sport research. We develop and apply arguments concerning the senses, nostalgia, and language in line with the “abilities” view of concepts. The consequences of nostalgia can, we contend, be underplayed, taken for granted and/or ignored by sport researchers in ways that curtail more critical readings of sport phenomena. Our purpose is to interrogate the construction and a/effects of nostalgia as hidden/implicit/latent and heuristic. We advocate methodological critique that addresses the elusive, apparent, “capturable” and confusing nature of nostalgia within sport research. 相似文献