Poetic Representations in Sport and Physical Education: Insider Perspectives 1

Sparkes, Andrew C.; Nilges, Lynda M.; Swan, Peter; Dowling, Fiona

doi:10.1080/13573320309256

Cited by 79 publications

(49 citation statements)

References 28 publications

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“…Below we share two of these narrative forms, an 'ethnographic fiction' (Clough 2002;Sparkes 2002) and a 'poetic transcription' (Richardson 2000;Sparkes et al 2003). The 'ethnographic fiction' is fictional in the sense it is an amalgam of 'raw data' from this case study and the 9 other cases, as well as the researchers' imagination and knowledge about the field: ''.…”

Section: Methodsmentioning

confidence: 99%

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Svendby

Dowling

2013

Scandinavian Journal of Disability Research

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Responding to calls about the urgent need to better understand young disabled people's experiences in the subject of Physical Education (PE), this paper adopts a narrative approach to explore how they experience and value teaching and learning in PE; when and how they feel in/excluded; and to ask 'what barriers/ facilitators are perceived to be of importance for their sense of in/exclusion?' Narratives structure and illuminate not only young people's own experiences and self-identities, but they also reveal insights about the socio-cultural locations they inhabit. When they are well told they can persuade us to revisit our taken-forgranted realities about disability and inclusive education. Analyses of a case study of stories from the discursive spaces of PE lessons reveal that the deep culture of schooling and the hegemonic 'truths' of PE, not least of performativity, often result in segregated and alienating experiences, in which the disabled student is defined as malfunctioning and lacking 'ability'.

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Section: Methodsmentioning

confidence: 99%

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Svendby

Dowling

2013

Scandinavian Journal of Disability Research

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“…I want to stress that I am not advocating self-indulgent sentimentality or emotionality simply for its own sake, but like Hargreaves(2000) see a critical engagement with our feelings, as and when it seems appropriate, as a potential means for enhancing our teacher education practice. Noddings (1996) has long since recognised story-telling as a way of helping teachers to get in touch with their feelings, Richardson (1990) highlights in this respect the collective story's transformative power, Tinning (2002) points to the possibilities for literary criticism to open up our emotional horizons, and I would add to this list of possible methods, the composition of poetic representations of our lived work experience as a means for conveying how this can feel (Dowling Naess, 1998;Sparkes et al, 2003). Whichever method we employ, however, we need to be conscious of the extraordinary level of trust and respect, which an exposure of our innermost and vulnerable selves, will require of both ourselves and of our colleagues (Day & Leitch, 2001).…”

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confidence: 99%

Getting in touch with our feelings: the emotional geographies of gender relations in PETE

Dowling

2008

Sport, Education and Society

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This paper attempts to illustrate how embodied ways of knowing may enhance our theoretical understanding within the field of Physical Education Teacher Education (PETE). It seeks to illustrate how teacher educators' viewpoints and understanding of gender relations are inevitably linked to socially constructed webs of emotions, as much as to intellectual rationales. Indeed, the paper argues for the need for PETE research to transcend the dualistic divide of reason/emotion.It builds upon interview data from an investigation interested in illuminating the ways in which teacher educators develop their professional identities, using the lenses of gender equal opportunities and equity to examine the degree to which identities reflect 'managerial' or 'democratic' professional projects. In particular it analyses the way in which 'gender talk' seems to evoke strong emotional reactions, often 'negative' feelings, while at the same time, gender equity concerns remain on the periphery of the discipline, despite increasing research evidence which reveals damaging discriminatory learning environments. By using Hargreaves (2000) concept of 'emotional geographies' the paper contends that 'negative emotions' about gender issues are currently hegemonic on account of today's configurations of human relations in PETE, because the discipline's feeling rules construct 'negative feelings' as being reasonable.Acknowledging that professional identities are on-going projects, and that feeling rules can be reconfigured, the paper also seeks to illustrate how competing emotions may in the future lead to gender equality assuming a new role in PETE's 'regimes of truths'.

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“…The representation of research data into a poetic form honors the voice of participants as co-collaborators of research in which their "lived experiences" take center stage (Richardson, 1992). Sparkes, Nilges, Swan, and Downing (2003) describe several advantages of poetic re-presentation for the researcher. From our point of view, the single most important advantage was that research poetry provided us with an innovative form in which to explore lived experiences of trust.…”

Section: Discussionmentioning

confidence: 99%

Poetic Re-presentations on Trust in Higher Education

West

Bloomquist

2015

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This article discusses using poetic transcription (Glesne, 1997) as a tool for examining trust, including what trust looks and feels like from the “lived experiences” (Richardson, 1992) of university educators. We first explore the rationale for using poetic transcription in this study, discussing how and why poetry may be used as a profound narrative tool (Wells, 2004). This is followed by an overview of the methodology of poetic re-presentation (after Butler-Kisber, 2010; Glesne, 1997; Richardson, 2003). Next, we present selected poems from three different educators (a retired teacher, graduate student teacher, and teacher/administrator). We discuss critical insights and perspectives on trust, including ways that poems can evoke emotion, build empathy, and elicit deeper understandings of the topic at hand (Cannon Poindexter, 2002; Clunis D’Andrea, 2013; Eisner, 1997; Faulkner, 2007; Furman, Lietz, & Langer, 2006). We conclude by discussing some of reasons why poetry is ideally suited for broadening the horizons of educational research. Dans cet article, nous traitons de l’emploi de la transcription poétique (Glesne, 1997) en tant qu’outil pour examiner la confiance, y compris la manière dont la confiance paraît et se ressent à partir d’« expériences vécues » (Richardson, 1992) par des éducateurs universitaires. Tout d’abord, nous explorons pourquoi nous avons utilisé la transcription poétique dans cette étude, nous discutons comment et pourquoi la poésie peut être utilisée en tant qu’outil narratif profond (Wells, 2004) pour découvrir le coeur de la confiance. Ensuite, nous présentons un aperçu de la méthodologie de la représentation poétique (après Butler-Kisber, 2010; Glesne, 1997; Richardson, 2003). Puis nous présentons quelques poèmes choisis de trois éducateurs différents (un professeur à la retraite, un étudiant diplômé enseignant et un enseignant/administrateur). Nous discutons les idées critiques et les perspectives sur la confiance, y compris les diverses manières dont les poèmes peuvent évoquer l’émotion, faire éprouver l’empathie et susciter une compréhension plus profonde sur le sujet à l’étude (Cannon Poindexter, 2002; Clunis D’Andrea, 2013; Eisner, 1997; Faulkner, 2007; Furman, Lietz et Langer, 2006). En conclusion, nous discutons quelques-unes des raisons pour lesquelles la poésie se prête de façon idéale à la recherche en éducation.

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Poetic Representations in Sport and Physical Education: Insider Perspectives 1

Cited by 79 publications

References 28 publications

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Getting in touch with our feelings: the emotional geographies of gender relations in PETE

Poetic Re-presentations on Trust in Higher Education

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