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Contemporary ways of understanding human movements, specifically
movement learning, are heavily dominated by individualistic,
dualistic and mechanistic perspectives. These perspectives are
individualistic in the sense that in research as well as in
educational practice movements/movers are typically
decontextualized, they are dualistic in the sense that the body is
taken to be 'inhabited', even 'governed,' by a rational mind which
is not itself a part of that body; and they are mechanistic in the
sense that movements and movement learning can be 'calculated'.
This approach has supported the dominance of a westernised and
predominantly white, masculinised and heteronormative view of able
bodies, embodiment and movements. Hence, it has contributed to
marginalise not only other approaches and perspectives and
individuals. New research has evolved, including new approaches and
these held perspectives have been challenged by social and
culturally sensitive, holistic as well as pluralistic, and
dynamic/organic perspectives of human movements and moving humans.
Examples of such research can be found in disciplines such as;
physical education and pedagogy, ethnography, philosophy, and
sociology. Learning Movements: New Perspectives of Movement
Education provides the societal and epistemological background for
these new approaches and will be essential in disseminating this
knowledge to movement educators, academics and researchers as well
as professionals within education, sports, health and fitness,
dance, outdoor activities, etc., and that it will spearhead new and
inclusive practices within these settings.
Within the overlapping fields of the sociology of sport, physical
education and health education, the use of critical theories and
the critical research paradigm has grown in scope. Yet what social
impact has this research had? This book considers the capacity of
critical research and associated social theory to play an active
role in challenging social injustices or at least in 'making a
difference' within health and physical education (HPE) and sporting
contexts. It also examines how the use of different social theories
impacts sport policies, national curricula and health promotion
activities, as well as the practices of HPE teaching and sport
training and competition. Critical Research in Sport, Health and
Physical Education is a valuable resource for academics and
students working in the fields of research methods, sociology of
sport, physical education and health.
Within the overlapping fields of the sociology of sport, physical
education and health education, the use of critical theories and
the critical research paradigm has grown in scope. Yet what social
impact has this research had? This book considers the capacity of
critical research and associated social theory to play an active
role in challenging social injustices or at least in 'making a
difference' within health and physical education (HPE) and sporting
contexts. It also examines how the use of different social theories
impacts sport policies, national curricula and health promotion
activities, as well as the practices of HPE teaching and sport
training and competition. Critical Research in Sport, Health and
Physical Education is a valuable resource for academics and
students working in the fields of research methods, sociology of
sport, physical education and health.
Charlotta Palmstierna Einarsson takes a closer look at the often
peculiar, sometimes incongruous physical movements and gestures
that characters perform in Samuel Beckett's drama, viz.
mis-movements. Sensitivity to the embodied aspects of life is
topical in Beckett's drama, but such mis-movements underwrite the
intrinsic connections between sense and sense-making to safeguard
an ethics of interpretation founded on embodied cognition. Tracing
Beckett's aesthetics of gesture back to its phenomenological and
embodied roots, Einarsson suggests that the use of mis-movements in
Beckett's drama is a methodological solution to the predicament of
expression that exposes the injustices done by language to
audiences as embodied knowers. More than interpretative dilemmas,
mis-movements offer conduits for spectators to re-connect with
embodied experience. Thus, they are the poetic means through which
an alternative ethics of interpretation begins to emerge.
Contemporary ways of understanding human movements, specifically
movement learning, are heavily dominated by individualistic,
dualistic and mechanistic perspectives. These perspectives are
individualistic in the sense that in research as well as in
educational practice movements/movers are typically
decontextualized, they are dualistic in the sense that the body is
taken to be 'inhabited', even 'governed,' by a rational mind which
is not itself a part of that body; and they are mechanistic in the
sense that movements and movement learning can be 'calculated'.
This approach has supported the dominance of a westernised and
predominantly white, masculinised and heteronormative view of able
bodies, embodiment and movements. Hence, it has contributed to
marginalise not only other approaches and perspectives and
individuals. New research has evolved, including new approaches and
these held perspectives have been challenged by social and
culturally sensitive, holistic as well as pluralistic, and
dynamic/organic perspectives of human movements and moving humans.
Examples of such research can be found in disciplines such as;
physical education and pedagogy, ethnography, philosophy, and
sociology. Learning Movements: New Perspectives of Movement
Education provides the societal and epistemological background for
these new approaches and will be essential in disseminating this
knowledge to movement educators, academics and researchers as well
as professionals within education, sports, health and fitness,
dance, outdoor activities, etc., and that it will spearhead new and
inclusive practices within these settings.
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