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Are kinesiology programs oppressive? a content analysis of Canadian university kinesiology curricula and websites
Sport, Education and Society ( IF 2.9 ) Pub Date : 2023-05-10 , DOI: 10.1080/13573322.2023.2206826
Erin K. Sullivan, Adam E. Ali

ABSTRACT

Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and procedural inequity. Qualitative Inquiry, 10778004211026892). Emerging literature that examines discrimination and oppression in kinesiology has focused on the consequences of privileging Western, Eurocentric knowledge and scholarship. (Andrews, D. L., Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. Review of Education, Pedagogy, and Cultural Studies, 35(5), 335–356; Culp, B. (2016). Social justice and the future of higher education kinesiology. Quest (grand Rapids, Mich), 68(3), 271–283; Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of ivory tower racism and the implications for physical education. Sport, Education and Society, 18(4), 453–474; Joseph, J., & Kriger, D. (2021). Towards a decolonizing kinesiology ethics model. Quest (grand Rapids, Mich), 73(2), 192–208; Nachman, J., Joseph, J., & Fusco, C. (2021). ‘What if what the professor knows is not diverse enough for US?’: whiteness in Canadian kinesiology programs. Sport, Education and Society, 1-14). There is, however, limited research that examines how kinesiology curriculum might enable the reproduction of these processes. Thus, this study explores how knowledge is distributed within Canadian university kinesiology curriculum, and how disciplines, faculty members, and students are represented on program websites. We analyzed eight Canadian university kinesiology websites using summative qualitative content analysis (SQCA) and the Five Faces of Oppression (Young, I. M. (1990). "Five Faces of Oppression,” justice and the politics of difference. Princeton University Press) framework. Overall, programs reproduce Western, scientific, and positivist approaches as the dominant knowledge, maintain racially homogenous faculty demographics, make rhetorical commitments to EDI, and communicate neoliberalism in mission statements. In doing so, these programs (1) privilege white, heteronormative, lean, and able bodies(2) marginalize the experiences of those who deviate from these identitarian positions, and (3) limit the possibilities for transformation towards inclusive kinesiology in Canada. Recommendations are suggested for how curricula might engage with social justice objectives and challenge oppressive systems.



中文翻译:

运动机能学课程有压迫感吗?加拿大大学运动机能学课程和网站的内容分析

摘要

边缘化群体所经历的制度化压迫是高等教育的核心,如果不加以挑战,学术界仍将普遍存在(Lincoln, YS, & Stanley, CA (2021)。高等教育中制度化歧视和系统性压迫的面孔:揭露偏见和程序不平等的生活经验。定性调查,10778004211026892)。研究运动机能学中的歧视和压迫的新兴文献侧重于特权化西方、以欧洲为中心的知识和学术的后果。(Andrews, DL, Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. Review of Education, Pedagogy, and Cultural Studies, 35(5), 335–356;Culp, B. (2016)。社会正义和高等教育运动机能学的未来。Quest(密歇根州大急流城),68 (3),271–283;DD 道格拉斯和 JM Halas (2013)。白人的工资:直面象牙塔种族主义的本质及其对体育教育的影响。体育、教育和社会,18 (4), 453–474;Joseph, J., & Kriger, D. (2021)。迈向非殖民化运动机能学伦理模型。Quest(密歇根州大急流城),73 (2),192–208;Nachman, J.、Joseph, J. 和 Fusco, C. (2021)。“如果教授所知道的对美国来说不够多样化怎么办?”:加拿大运动机能学项目中的白人化。体育、教育和社会, 1-14). 然而,关于运动机能学课程如何能够重现这些过程的研究有限。因此,本研究探讨了知识在加拿大大学运动机能学课程中的分布方式,以及学科、教职员工和学生在课程网站上的表现方式。我们使用总结性定性内容分析 (SQCA) 和五个压迫面孔(Young, IM (1990)。“压迫的五个面孔”,正义与差异政治。普林斯顿大学出版社)框架分析了八个加拿大大学运动机能学网站。总体而言, 程序将西方、科学和实证主义方法复制为主导知识,保持种族同质的教师人口统计数据,对 EDI 做出修辞承诺,并在使命宣言中传达新自由主义。在这样做的过程中,这些项目 (1) 赋予白人、异性恋、瘦弱和有能力的身体特权 (2) 边缘化那些偏离这些身份主义立场的人的经验,以及 (3) 限制在加拿大向包容性运动机能学转型的可能性。就课程如何与社会正义目标相结合和挑战压迫性制度提出了建议。

更新日期:2023-05-10
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