, Burton, McKelvey, and Snyder ( 2018 ) sought to examine the positioning of ambush marketing in media reporting and rights holders’ influence over media discourse, further highlighting the role played by sponsors and rights holders in informing public perception and ethical framing. The origins of this
Nicholas Burton and Cheri Bradish
and collective political project of feminism from the female subject and replaces it with the celebration of empowered, self-reliant female agents. As the empowerment discourse of neoliberal feminism moves into the transnational sporting arena to espouse sport as an essential female right, empowered
Danielle Peers, Timothy Konoval and Rebecca Marsh Naturkach
degree to which discourses and mandates trickle down or trickle across the sport system. As we will argue below, Foucauldian discourse analysis and a Foucauldian reading of DePauw’s ( 1997 ) theory of (in)visibility of disability in sport offer tools to read these websites to determine not only how
This article deals with how sport is constructed as a means of social inclusion and integration, focusing on how various forms of social relations are conceptualized in statements and manifested in discourse. Empirically, the article is based on a study in which two sports-based interventions were
Mara Simon and Laura Azzarito
schools? Theoretical Perspective This qualitative research is framed by CRT and CWS, both of which take the position that whiteness operates through powerful discourses embedded within societal institutions ( Gillborn, 2006 ). CRT aims to disrupt pervasive racism by challenging color-blind rhetoric and
Steven Wright, Michelle Grenier and Kathy Channell
The purpose of this descriptive study was to analyze university supervision from the perspective of student teachers (STs), and to examine postlesson conference discourse between STs and university supervisors (USs) to determine if STs perspectives on supervisory models aligned with what actually occurred. Determining STs expectations and desires regarding supervisory model preferences and then providing a forum for STs to comment on the actual university supervision that they experienced fills a void in the literature, as student voice pertaining to this area of university supervision is missing. Data were collected via ST opportunities to answer written questions before and after their capstone experience. A total of 80 postobservation conferences were audio-recorded, transcribed and inductively analyzed to determine conference discourse. Results determined that the 28 STs overwhelmingly (96%) expressed a preference for a collaborative supervision approach, which ultimately they declared they experienced. Word counts revealed that for all postobservation conferences, STs (58%) spoke more often than USs (42%), which suggests that a collaborative model of supervision did actually occur. Analysis of idea units demonstrated that USs asked a lot of questions (31% of all their idea units) and a majority of them (73%) were categorized as higher order—such as reflective or evaluative questions versus lower order questions such as informational questions. This led to a great deal of ST reflection on their lessons during the postobservation conferences.
Trygve B. Broch
This study investigates Norwegian television commentary of men’s team handball. Five World Championship games and 5 European Championship games were recorded and all commentaries transcribed. The main focus was to investigate gendered patterns and to suggest ways these patterns might shape particular understandings of the game and its players. By combining Connell’s gender perspectives with discourse analysis, implicit and explicit meanings were located within the commentaries. Further data analysis revealed that televised depictions of men’s handball hold a dominant focus on a specific form of masculinity. Fueled by gendered symbolism and metaphors, the word bang was identified as a key signifier for this particular form of masculinity. The contextual use of bang was analyzed as connoting and reproducing specific notions of sport and masculinities.
Kamiel Reid and Christine Dallaire
relation to soccer’s continued role as a site for reproducing hegemonic masculinities in the UK. Drawing on Foucauldian discourse theory ( Foucault, 1977 , 1982 ), our research contributes to the limited number of studies on female soccer match officials by complicating this picture and showing that the
Brian T. Gearity
A multitude of discourses inside and outside of sport suggest the value of winning. The result of these discourses has contributed to the belief that winning is evidence of effective coaching and that winning is the aim of sport. This paper begins by describing several of the winning discourses constructed by the media, academic community, sport stakeholders, and coaches. Furthermore, I argue that the winning discourse has tacitly contributed to coaches identifying the outcome of a sport contest (e.g., win or loss) as an appropriate measure of good, effective coaching. After identifying the perils of this view and associated illogical thinking, I suggest the creation of new discourses related to the educational foundations of effective coaching.
Hal A. Lawson
I offer a critique of Richard Tinning’s analysis of dominant discourses, problem setting, and teacher education pedagogies. I begin by capsulizing his argument. Then I amend his definition of discourse. Next, I take issue with the way he connects discourses to the process of problem setting. After suggesting new avenues for research on problem setting, I disagree with Tinning’s problem setting, raising questions about his categorizations, assumptions, and silences. Finally, I agree with Tinning’s call for alternative pedagogies. After indicating that he has not provided all of the information and assistance we require, I conclude by requesting a practice-centered orientation in future papers.