SPORT IN THE CLASSROOM TEACHING SPORT RELATED COURSES IN THE HUMANITIES
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A collection of essays that focuses on teaching sport-related classes in the humanities and social sciences. It is designed to aid university faculty in proposing or revising courses and features sample syllabi, assignment instructions, and examinations in the appendix to each essay.
Praise for the First Edition: "Barrie Houlihan's astonishingly ambitious and skilfully assembled collection examines the relations between sport, social policy and the social context that underlies the two. Organized around such themes as exclusion, commercialism and international comparisons, the book allows the reader to understand not only the centrality of sport to contemporary society, but the often perplexing policies that contrive to encourage or deny participation, promote or deter public sector involvement and support or undermine physical education. Importantly, Houlihan never prioritises the general over the particular, always striving to find detail amid the bigger picture." - Ellis Cashmore, Professor of Culture, Media and Sport, Staffordshire University "The most comprehensive study of contemporary issues in sport by leading international scholars. Houlihan's book is the answer to sports students' prayers, full of information, statistics, tables and figures, extensive guides to further reading and, most important of all, challenging ideas. A weighty vademecum for the early 21st century." - Jim Riordan Honorary Professor of Sports Studies, University of Stirling, Professor Emeritus at University of Surrey, and President of the European Sports History Association Fully updated and revised, the Second Edition of Barrie Houlihan's ground-breaking book provides students and lecturers with a one-stop text that is comprehensive, multi-disciplinary, accessible, international and engaging. Sport and Society allows students to: Approach the study of sport from a multi-disciplinary perspective. Understand the importance of social structure, power and inequality in analyzing the nature and significance of sport in society. Address the rapid commercialization and regulation of sport. Engage in comparative analysis to understand problems clearly and produce sound solutions. Expand their knowledge through chapter summaries, guides to further reading and extensive bibliographies. This Second Edition contains five brand new chapters, which reflect recent concerns with: young athletes and human rights, sport and the city, sport and violence, sport and health, and sport and Islam. A superb teaching text, it will be relished by lecturers seeking an authoritative introduction to sport and society and students who want a relevant, enriching text for their learning and research needs.
This volume examines the ways in which sport shapes the experiences of various immigrant and minority groups and, in particular, looks at the relationship between sport, ethnic identity and ethnic relations. The articles in this volume are concerned primarily with British, American and Australian sporting traditions and the themes covered include the consolidation of ethnic identity in host societies through participation immigrant sports and exclusive sporting organizations, assimilation into host' societies through participation in indigenous, national sports, and the construction by outsiders of separate ethnic identities according to sporting criteria.
In 1882, Kano opened his Kodokan dojo in Tokyo, where he taught jujutsu to his first class of nine students. His choice of the name Kodokan symbolizes precocity in one so young and is highly significant, for it means the institute where one is guided along the road to follow in life, that is to say, a road that one travels as a means of self-cultivation, which Kano regarded as the optimum way to live ones life. This cultivation, however, can only be attained following long years of training made with vigorous exertion in an effort to reach the ultimate goal: self-perfection. At the age of twenty-four, Kano abruptly gave up the teaching of this ancient and altogether brutal activity and never taught jujutsu again. In his attempt to create for the modern age a non-violent, spiritually inspiring antagonistic art, he carried out research on several styles of jujutsu. Primarily in the interests of both safety and practicality, he altered and added his own devices to the techniques that he was later to incorporate into his newly conceived system of skills, which he named Kodokan judo. In lectures, Kano often stated the following: The ultimate object of studying judo is to train and cultivate body and mind through practice in attack and defense, and by thus mastering the essentials of the art, to attain perfection of oneself and bring benefits to the world. He had sought to create in judo, therefore, something positive out of something largely negative.
This book takes on a daunting task: How do writing teachers continue to work toward preparing students for academic and real-world communication situations, while faced with the increasing use of standardized high-stakes testing? Teachers need both the technical ability to deal with this reality and the ideological means to critique the information technologies and assessment methods that are transforming the writing classroom. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing serves this dual need by offering a theoretical framework, actual case studies, and practical methods for evaluating student writing. By examining issues in writing assessment--ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses--this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. These techniques stress: *interacting with students as communicators using synchronous and asynchronous environments; *describing the processes and products of student learning rather than enumerating deficits; *situating pedagogy and evaluation within systems that incorporate rather than exclude local variables; and *distributing assessment among diverse audiences. By advocating for a flexible system of communication-based assessment in computer-mediated writing instruction, this book validates teachers' and students' experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardized writing and proficiency exams.
What does it mean to be an academic today? What kinds of experiences do students have, and how are they affected by what they learn? Why do so many students and their teachers feel like frauds? Can we learn to teach and research in ways that foster hope and deflate pretension? Academic Life and Labour in the New University: Hope and Other Choices addresses these big questions, discussing the challenges of teaching and researching in the contemporary university, the purpose of research and its fundamental value, and the role of the academy against the background of major changes to nature of the university itself. Drawing on a range of international media sources, political discourse and many years’ professional experience, this volume explores approaches to teaching and research, with special emphasis on the importance of collegiality, intellectual honesty and courage. With attention to the intersection of large-scale institutional changes and intellectual shifts such as the rise of transdisciplinarity and the development of a pluralist curriculum, this book proposes the pursuit of more ethical, compassionate and critical forms of teaching and research. As such, it will be of interest not only to scholars of cultural studies and education, but to all those who care about the fate of the university as an institution, including young scholars seeking to join the academy.
Black Athletes, College Sports, and Predominantly White NCAA Institutions
Author: B. Hawkins
The New Plantation examines the controversial relationship between predominantly White NCAA Division I Institutions (PWI s) and black athletes, utilizing an internal colonial model. It provides a much-needed in-depth analysis to fully comprehend the magnitude of the forces at work that impact black athletes experiences at PWI s. Hawkins provides a conceptual framework for understanding the structural arrangements of PWI s and how they present challenges to Black athletes academic success; yet, challenges some have overcome and gone on to successful careers, while many have succumbed to these prevailing structural arrangements and have not benefited accordingly. The work is a call for academic reform, collective accountability from the communities that bear the burden of nurturing this athletic talent and the institutions that benefit from it, and collective consciousness to the Black male athletes that make of the largest percentage of athletes who generate the most revenue for the NCAA and its member institutions. Its hope is to promote a balanced exchange in the athletic services rendered and the educational services received.
The field of sports history is no longer a fledgling area of study. There is a great vitality in the field and it has matured dramatically over the past decade. Reflecting changes to traditional approaches, sport historians need now to engage with contemporary debates about history, to be encouraged to position themselves and their methodologies in relation to current epistemological issues, and to promote the importance of reflecting on the literary or poetic dimensions of producing history. These contemporary developments, along with a wealth of international research from a range of theoretical perspectives, provide the backdrop to the new Routledge Companion to Sports History. This book provides a comprehensive guide to the international field of sports history as it has developed as an academic area of study. Readers are guided through the development of the field across a range of thematic and geographical contexts and are introduced to the latest cutting edge approaches within the field. Including contributions from many of the world’s leading sports historians, the Routledge Companion to Sports History is the most important single volume for researchers and students in, and entering, the sports history field. It is an essential guide to contemporary research themes, to new ways of doing sports history, and to the theoretical and methodological foundations of this most fascinating of subjects.
Rapid industrialization, urbanization, and marketization have led to startling social changes in reform-era China. Mindful of the many forms of social theory that relate modernity to individualism, this volume addresses social and cultural change through the lens of psychological anthropology.
Author: Judith A. Davey,Jenny Neale,Kay Morris Matthews
Publisher: Victoria University Press
Reporting the findings of a series of in-depth studies based on diverse groups of students, including early school-leavers, men, Maori, teachers, nurses, midcareer students, and retirees, this book examines these students' patterns of study, their employment status, their motivations, and the decisions they make. It examines how they experience university, how they see their futures, and how educational institutions might better plan, promote, process, and deliver courses to this growing group of older students.
In this handy volume, two professors of religious studies provide the student of religious studies - whether the motivated undergraduate, graduate student, or professor - with a brief review of theorists' work from the perspective of religious studies. For example, in 5-10 pages, the reader will get a review of Emmanuel Levinas's work as it offers insights for scholars in religious studies, followed by a selected bibliography. In short, this is a guide for students of religious studies that will take major theoretical writers in the humanities and social sciences and explain their relevance to the study of religion.
Achieving successful financial viability by broadening revenue sources is one of the most important issues facing colleges and universities today. Increasing operating costs, along with the reliance on traditional student tuition, government support, and philanthropy, are challenging universities. One way administration leaders and faculty are meeting this challenge is to establish supplemental revenue streams from a variety other sources such as: continuing education, credit and noncredit certificates, degree completion and upgrade programs, study abroad, domestic and international branch campuses, distance education, auxiliary services, technology transfer, and partnerships or alliances with other organizations. These types of activities, formerly considered secondary ventures, are now integral to lasting and responsible financial strategic planning. This monograph examines a wide variety of supplemental income options and opportunities, as well as examples of restructuring financial planning schema. While not negating the value of traditional college education, these new revenue sources in fact lead to greater institutional effectiveness. This is the 1st issue of the 41th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
The book offers a comprehensive look at college preparatory boarding schools in the United States, Canada, and the United Kingdom through the eyes of recent graduates who are now attending prestigious colleges and universities such as Harvard, MIT, Princeton, Yale, Oxford, and Cambridge. The approach is distinctive, giving readers the opportunity to get the real “inside story” from their peers and learn more about what the schools are like than the youngsters and their parents could learn in a campus visit or standard guidebook. The book does a great job presenting a wealth of information in a diverse array of voices. Student readers will no doubt feel that the reviewers quoted in the book shared many of their questions and concerns as students, and parents are likely to appreciate the frankness of the reviewers' comments as well. Excerpts from the book: "My college counselor also had good relationships with college admissions officers and was able to update me on how they'd reacted to my applications. In the end, I applied to Harvard, MIT, Stanford, Harvey Mudd, and Caltech (California Institute of Technology), and I got into all of them, so I was happy with my college counselor's efforts (and the efforts of the CCO as a whole) in promoting my application, as well as in helping me decide where I wanted to go." - MIT student "Students at Groton tend to be either very smart, very rich, or both (because some people just seem to have it all). Many kids have attended private schools their whole lives. The school favors well-rounded individuals. Athletic recruits also have to be intelligent. In my time at Groton, the kids who were not motivated enough to get through the school's rigors ended up leaving. The admissions process requires an interview, during which I recommend candidates dress conservatively while showing themselves to be original thinkers." - Harvard student “The British exam system is, for the most part, based on assessment objectives: tick the boxes and you're guaranteed a great result. At Eton, while you are taught to tick the boxes, this is merely a preliminary measure: the emphasis in on going beyond the exam and enjoying the subject in all its depth” - Oxford student "Gaining admission to St. Albans can prove quite difficult, because it is arguably the most selective school in the Washington, D.C., area. However, distinguishing oneself above other applicants is no mystery. Performing well on the SSATs and the ISEEs certainly helps the admissions officers look at an applicant more favorably. However, the dynamic applicant that St. Albans seeks extends far beyond standardized tests." - University of Pennsylvania student Boarding schools in the United States:Cate SchoolChoate Rosemary HallCranbrook SchoolsDeerfield AcademyGroton SchoolHotchkiss SchoolKent SchoolLawrenceville SchoolLoomis Chaffee SchoolMercersburg AcademyMiddlesex SchoolMilton SchoolNobles and Greenough SchoolNorthfield Mount Hermon SchoolPeddie SchoolPhillips Exeter AcademyPhillips Academy AndoverSt. Albans SchoolSt. George's SchoolSt. Paul's SchoolTabor AcademyThacher SchoolWebb Schools Boarding schools in the United Kingdom:Benenden SchoolCheltenham Ladies' CollegeDowne House SchoolEton CollegeFettes CollegeKing's School, CanterburyOundle SchoolRadley CollegeRugby SchoolSevenoaks SchoolShrewsbury SchoolSt. Paul's School, LondonSt. Swithun's SchoolTonbridge SchoolWestminster School, LondonWinchester College Boarding schools in Canada:Bishop Strachan SchoolSt. Michaels University SchoolSt. George's School, Vancouver Get instant online access to hundreds of reviews and rankings by MIT Ivy League and Oxbridge educated insiders: http://www.PrepReview.com and facebook.com/PrepReview to win a free book
Founded in 1939, Penn State Altoona began its life as the Altoona Undergraduate Center, owing its genesis to an inspired group of local citizens who built, financed, and nurtured the college through the economic woes of the Great Depression, an enrollment collapse engendered by World War II, and the rise and fall of the region's railroad fortunes. After relocating to the site of an abandoned amusement park in the late 1940s, Penn State Altoona enjoyed a rapid postwar growth spurt that culminated in 1997 with its newly minted charter as a four-year college in the Penn State University system. Using lively period photographs from the school's archives, Penn State Altoona chronicles the school's transformation into a flourishing teaching and research institution of national acclaim.