Pedagogy of oppressed community engagement : socially inclusive visioning of urban change

It is generally accepted that good practice in policy making and urban change initiatives requires community engagement, where community-based approaches are emphasised as a means of socially inclusive visioning. Communities expect greater transparency, accountability and engagement. This expectation is not always met, with many studies focusing on the perceived tickbox effect - where engagement is a process that has to be undertaken rather than being welcomed and embraced as an integral part of planning for urban change. This paper explores multi-disciplinary concepts and looks at ways these can be linked to community engagement in planning, particularly in larger urban Councils. In this brief glimpse at the wide variety of disciplines that could be drawn on, the paper uses information systems, teaching models, organisational theory and public policy to highlight the potential for altering concepts of community engagement. It concludes that, from these particular examples: the use of double-loop learning could help to empower the community (from organisational theory), collaboration and participation necessitate the co-ordination and exchange of information and knowledge within and between organisations (information systems), the preconception that the authority holds all the knowledge ready to be handed out to the community (teaching models) needs to be challenged, and partnerships are important in empowering people (public policy).

The long term effects of sports concussion on retired Australian football players: a study using Transranial Magnetic Stimulation

This study investigated corticomotor excitability and inhibition, cognitive functioning, and fine motor dexterity in retired elite and amateur Australian football (AF) players who had sustained concussions during their playing careers. Forty male AF players who played at the elite level (n=20; mean age 49.7±5.7 years) or amateur level (n=20; mean age 48.4±6.9 years), and had sustained on average 3.2 concussions 21.9 years previously, were compared with 20 healthy age-matched male controls (mean age 47.56±6.85 years). All participants completed assessments of fine dexterity, visuomotor reaction time, spatial working memory (SWM), and associative learning (AL). Transcranial magnetic stimulation (TMS) was used to measure corticospinal excitability: stimulus-response (SR) curves and motor evoked potential (MEP) 125% of active motor threshold (aMT); and intracortical inhibition: cortical silent period (cSP), short-interval intracortical inhibition (SICI), and long-interval intracortical inhibition (LICI). Healthy participants performed better in dexterity (p=0.003), reaction (p=0.003), and movement time (p=0.037) than did both AF groups. Differences between AF groups were found in AL (p=0.027) and SWM (p=0.024). TMS measures revealed that both AF groups showed reduced cSP duration at 125% aMT (p>0.001) and differences in SR curves (p>0.001) than did healthy controls. Similarly, SICI (p=0.012) and LICI (p=0.009) were reduced in both AF groups compared with controls. Regression analyses revealed a significant contribution to differences in motor outcomes with the three measures of intracortical inhibition. The measures of inhibition differed, however, in terms of which performance measure they had a significant and unique predictive relationship with, reflecting the variety of participant concussion injuries. This study is the first to demonstrate differences in motor control and intracortical inhibition in AF players who had sustained concussions during their playing career two decades previously.

The gendered world of sports reporting in the Australian print media

The mainstream news media have long been charged by feminist and critical media scholars of largely excluding women from its sports coverage, and concomitantly highlighting the ongoing relative absence of female sports reporters. With the 2012 London Olympic Games just past, it is timely to reflect on two areas of sports journalism that recieve sparse scholarly interest from the majority of Australian journalism academics, as technology issues and the future of journalism debates take precedence. The Olympics typically generate more media exposure for female athletes than usual, nevertheless, it remains that there are particular types of 'gender appropriate' events that attract mainstream news media attention during the Games, and other sporting events in general. This paper analyses a month of pre-Olympic sports coverage and general sports coverage in two major Australian newspapers, finding that while pre-Olympic coverage includes more women's sport than in general sport, sportsmen and men's sport remains highly privileged in both areas. The fact that horseracing recieves three times more media coverage than women's sports in this study clearly identifies sportswomen's marginalised status. The paper also maps the number of female sports reporters at these two newspapers, and concludes with some insights into a newsroom culture that typically rejects women as athletes and as sports reporters

Toward a pedagogy of feeling: understanding how museums create a space for cross-cultural encounters

In this chapter I engage with two developments – a growing understanding that citizenship involves political activity on the part of citizens in the public sphere and that affective relationships are an important aspect of this activity – to engage with the increasing use of affective interpretation strategies within exhibitions. I argue that the use of these strategies can be understood as the beginning of a new moment in museological practice that is concerned not so much with finding ways to become more pluralistic in who is represented within museums but with building opportunities for cross-cultural encounters in ways that question established relationships between self and other. I call this new moment “a pedagogy of feeling,” marking it as distinctive from both “a pedagogy of walking,” a term used by Tony Bennett to encapsulate the specific exhibition strategies that supported evolutionary narratives, and “a pedagogy of listening,” which I suggest marks the moment when exhibition practices were concerned with finding ways to increase the number of voices found in museum exhibitions as part of a civic program to encourage greater degrees of tolerance. Central to a pedagogy of feeling is, I argue, the idea of a “terrible gift” (as Roger Simon calls it), which is enacted through an exhibition syntax that uses a wide variety of affective or sensorial interpretation strategies.

Imagination, performance and affect: a critical pedagogy of the Holocaust?

Based on video testimony interviews held in the Shoah FoundationInstitute’s Visual History archive and the Melbourne JewishHolocaust Centre’s archive, this paper examines Holocaust survivortestimony as it relates to their return to the sites of atrocity,particularly Auschwitz-Birkenau. It analyses how survivor’s (re)encounters with material and imaginative landscapes revealsconceptions of, inter alia, agency, community, absence andbelonging in the performance of self. It uses these tensionsbetween landscapes of the past and present to develop thetheoretical relationship between performativity and ideas ofaffect. In doing so, it explores how these ideas can be used toengage students in a critical pedagogy of the Holocaust throughanalysis of survivor video-testimony and in visiting landscapes ofthe Holocaust.

Pedagogy of the rural: implications of size on conceptualisations of rural

This paper proposes a concept of Pedagogy of the Rural that draws together current rural education theory and practice to illustrate the complexities of rural space and place often overlooked in teacher education more broadly. We firstly examine notions of size, and then we explore how this impacts on the ways in which teachers in rural locations are positioned in terms of their identity. Finally, we provide a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural education.

Pedagogy of the rural: teaching and learning for rural futures?

Pedagogy of the Rural illustrates the complexities of rural space and considers some of the underlying assumptions, ‘truths’ and ‘realities’ about rural education and teaching in a complicated and dynamic policy context. Pedagogy of the Rural offers an alternative to current teacher education practice – it is responsive to policy demands as well as local conditions and traditions, and has a futures orientation, in that it provides a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural. The authors examine notions of size and how this impacts on the ways in which beginning teachers in rural locations are positioned in terms of identity at a macro, meso and micro level. They also examine what it means to ‘be rural’ and use Pedagogy of the Rural to conceptualise rural understandings as a pedagogy that is not a pedagogy ‘for’ or ‘about’ but rather ‘of’ the rural. Complexities of the Pedagogy of the Rural are understood through Harré’s (2004) positioning theory, Baudrillard’s (1983) notion of simulation and simulacra and Lefebvre’s (2009) arguments around space and economic geographies. The interrelationship of place, space and identity unify teachers’ understandings of who they (or we) are, and are becoming, in a specific time and geographical location, raising questions about: subjectivity - who we are; power - what we can do; and desire- who we might become (Harré, Moghaddam, Cairnie, Rothbart, & Sabat, 2009), and the influence of personal and professional histories and what rural brings to our pedagogy within this.

Translating guidelines for the diagnosis and management of sports-related concussion into practice

Sports injuries are a significant clinical and public
health concern. There is a growing call to improve the translation of available evidence-based and expert- informed sports injury prevention interventions into sustained use in practice by physicians and others (eg, athletic trainers, coaches, and parents) who care for injured athletes. This article provides a brief overview of the current sport injury prevention implementation literature before focusing specifically on the translation of guidelines (including consensus and position statements) developed to assist physicians and others diagnose and manage athletes with sport-related concussion and the associated return-to-play decisions. The outcomes of more than 20 published studies indicate that physician, athletic trainer, coach, parent,
and athlete knowledge, use of, and compliance with sport-related concussion guidelines are limited. More concerted, coordinated, and theory-informed efforts are required to facilitate the widespread dissemination, translation, and implementation of such guidelines. An example is provided of how implementation drivers could be used to inform the development of a comprehensive, multilevel implementation strategy targeting the individual, organizational, and system-level changes necessary to support the translation of available sport-related concussion guidelines in both the clinical and sports settings.

The pedagogy of using video to develop reflective practice in learning to teach science

Purpose The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the preservice teachers during tutorials. Methodology/approach The research is situated in a school-based teaching programme in which pairs of pre-service teachers taught small groups of primary aged children over a period of seven weeks. Volunteer pre-service teachers videotaped their lessons and selected video excerpts to share with their peers in the tutorial. The educator guided the preservice teachers’ reflection using the video. A case study drawing on interviews with pre-service teachers and audio recordings of tutorials, charted the development of pedagogical decisions made by the educators to promote reflection.Findings The pre-service teachers had difficulties undertaking deep reflection of their own and peers’ teaching practice. The response by educators was to promote collaboration among pre-service teachers by discussing specific aspects of the teaching in small groups and to use a jigsaw approach. This enabled a deeper analysis of particular elements of the lesson that were then integrated to produce a more holistic understanding of the teaching. The video data is most suitable for reflection and provides valuable evidence for pre-service teachers to develop their practice. Practical implications For pre-service teachers to develop effective skills to analyse their own practice they need to experience teaching in a safe but challenging environment, over a sustained period; have opportunities to develop a shared understanding of what constitutes quality teaching; have opportunities to critically analyse their teaching in discussion with peers and educators and be able to be guided by a framework of reflective strategies.

Creating symbolic cultures of consumption: an analysis of the content of sports wagering advertisements in Australia

BACKGROUND: Since 2008, Australia has seen the rapid emergence of marketing for online and mobile sports wagering. Previous research from other areas of public health, such as tobacco and alcohol, has identified the range of appeal strategies these industries used to align their products with culturally valued symbols. However, there is very limited research that has investigated the tactics the sports wagering industry uses within marketing to influence the consumption of its products and services.

METHOD: This study consisted of a mixed method interpretive content analysis of 85 sports wagering advertisements from 11 Australian and multinational wagering companies. Advertisements were identified via internet searches and industry websites. A coding framework was applied to investigate the extent and nature of symbolic appeal strategies within advertisements.

RESULTS: Ten major appeal strategies emerged from this analysis. These included sports fan rituals and behaviours; mateship; gender stereotypes; winning; social status; adventure, thrill and risk; happiness; sexualised imagery; power and control; and patriotism. Symbols relating to sports fan rituals and behaviours, and mateship, were the most common strategies used within the advertisements.

DISCUSSION/CONCLUSIONS: This research suggests that the appeal strategies used by the sports wagering industry are similar to those strategies adopted by other unhealthy commodity industries. With respect to gambling, analysis revealed that strategies are clearly targeted to young male sports fans. Researchers and public health practitioners should seek to better understand the impact of marketing on the normalisation of sports wagering for this audience segment, and implement strategies to prevent gambling harm.

"It's just everywhere!" Children and parents discuss the marketing of sports wagering in Australia

OBJECTIVE: To investigate how children and adults recall the content and promotional channels for sports wagering marketing. METHODS: A mixed methods study of 152 parent/child (8-16 years) dyads was conducted at AFL (Australian Football League), NRL (National Rugby League), and soccer sporting sites in New South Wales and Victoria, Australia. Questions related to the frequency of viewing AFL and NRL matches, sports wagering promotions and perceptions of the normalisation of wagering in sport. Descriptive statistics and thematic analysis were used to analyse data. RESULTS: Children recruited from NRL (n=75, 96.2%) and AFL (n=46, 92.0%) sites were significantly more likely to have recalled having ever seen a promotion for sports wagering as compared to children from Soccer sites (n=18, 75.0%) (p<0.05). Children and adults identified seeing sports wagering promotions in similar environments, most commonly on television, and at stadiums. Three-quarters of children (75.0%) and the majority of adults (90.0%) perceived that sports wagering was becoming a normal part of sport. CONCLUSION AND IMPLICATIONS: This research shows that children engaged in particular sports have high awareness of wagering marketing, particularly as seen on television or at sporting matches. Regulation should comprehensively address the placement, quantity and content of wagering marketing aligned with sport to prevent current and/or future gambling harm.