In this article we analyze images of sportswomen from four media outlets over the course of the 2018 Gold Coast Commonwealth Games in Australia. Through visual discourse analysis we find that despite structural changes to increase gender equality at the Commonwealth Games—which for the first time ensured equal opportunities for men and women to win medals—sportswomen were still depicted in a very narrow way, and intersectional representations were mainly excluded. Though the quantity of images of women had increased, the ‘quality’ of these images was poor in terms of representing sportswomen in their diversity. We still have far to go if we are to embrace women in their multiplicity—and to recognize that women can be strong, capable, butch, femme, and varied in their range of expressions of gender, sexuality, race, and ethnicity.

In this article, I use Lorena Cabnal’s notion of territorio cuerpo-tierra to analyse seventeen in-depth interviews with women leaders of rural social movements and other organisations in Colombia . In the interviews, social leaders condemn violence that is epistemic, systemic, militarised and that permeates all ambits of life. They denounce how the coloniality of power operates, while at the same time they propose alternatives for a better life from their own cosmovisions by enacting food sovereignty and constructing feminisms from ‘below’. I demonstrate how these social leaders’ actions are entangled in decolonial feminist struggles, which undermine the way in which women in the Global South have been constructed as ‘objects’ or ‘in need of saving’. These women are not ‘victims who need saving’, but politically active subjects who enact change locally and nationally through their ‘territories bodies-lands’. Not only do their narratives highlight the intimate relationship of the body with the land, but I argue that we must follow their lead in order to dismantle the coloniality of power.

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Blended learning and flipped classroom models are increasingly encouraged in higher education, where notions of flexibility and technological development inform institutional systems and strategies. This article presents results from an Australian study on redesigning and delivering an introductory sociology course using a combination of such models. Four central elements of the redesign are highlighted: overall course format; use of mini-lectures; face-to-face activities; and our assessment model. We present analysis of students’ and instructors’ understandings and experiences of the redesign over three course iterations to offer insight into the unfolding and responsive dynamics involved in implementing blended and flipped models. We aim to contribute to the ongoing implementation of similar models in the context of changing institutional environments and expectations, as well as to broader projects for pedagogical enrichment in sociology.

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