KPE200 Readings Notes PDF

Readings/ Which MF said what Authors Article Topic/Main Themes/Findings Michael L. Silk & David L. "Toward a Physical Cultural Studies" ​ Purpose and Definition of PCS - a field distinct from the Sociology of Andrews...

Readings/ Which MF said what Authors Article Topic/Main Themes/Findings Michael L. Silk & David L. "Toward a Physical Cultural Studies" ​ Purpose and Definition of PCS - a field distinct from the Sociology of Andrews Sport; focuses on the critical analysis of physical culture in various forms ​ Rooted in a commitment to progressive social change, drawing on traditions from cultural studies. ​ argue that Soc of Sport is too narrowly defined & needs a broader framework to address the complexities of physical culture. ​ PCS emphasizes a multi-method and interdisciplinary approach, incorporating ethnography, media analysis, discourse analysis, and other methods ​ PCS challenges traditional notions of value-neutral research, advocating for ethical practices that promote empowerment and address social inequities ​ PCS goal is to bridge the gap between academic scholarship and public engagement, making research impactful for broader audiences. ​ Call for Collaboration and Reflexivity Adams, M. L., Helstein, M. T., “Feminist Cultural Studies: ​ express concern about the marginalization of feminist scholarship within Kim, K., McDonald, M. G., Uncertainties and Possibilities” PCS and the broader field of sports studies. Davidson, J., Jamieson, K. M., ​ Feminist approaches have historically shaped sports studies but are often King, S., & Rail, G unacknowledged in recent PCS discourses. ​ Feminist scholars → call for an approach emphasizing dialogue and resisting rigid boundaries in scholarly fields ​ university is seen as a critical site for political intervention, and teaching itself is framed as an engaged political act. ​ Text highlights the need for educational spaces that enable students to engage politically and critically with societal issues ​ critique the influence of neoliberalism on academia, which prioritizes measurable outputs and marketability over critical, diverse scholarship. ​ PCS is viewed as partially reproducing neoliberal values by striving for institutional legitimacy at the expense of inclusivity. ​ advocate for a broad, eclectic scholarship that values complexity, difference, and generative possibilities. ​ Stress the importance of feminist cultural studies in challenging power dynamics and fostering diverse intellectual traditions ​ Encourage sport studies scholars to address structural inequities within the academy and beyond David. L Andrews - “Kinesiology’s Inconvenient Truth Key Issues in Kinesiology: and the Physical Cultural Studies ​ Epistemological Hierarchy - field is dominated by positivist, quantitative, Imperative” and predictive approaches, overshadowing qualitative and interpretive method; hierarchy prioritizes scientific methods suited to the natural sciences, marginalizing social sciences and humanities ​ Fragmentation and Specialization - Hyper-specialization within subdisciplines has created silos, hindering an integrated approach to kinesiology; Subdisciplines lack interaction, undermining the comprehensive study of human movement. ​ Neoliberal and Institutional Pressures: corporate university model prioritizes outputs and measurable productivity; Funding structures and administrative biases favour “high-quality science,” sidelining qualitative and critical scholarship. Key Concepts ​ Physical Culture: A broader term encompassing sport, exercise, fitness, health, and movement practices; Focuses on how bodies are socially constructed and culturally regulated. ​ Ontological Complexity: Physical culture includes various dimensions (sport, exercise, recreation) that are interconnected yet autonomous; Understanding these dimensions requires flexible and dynamic research methods. ​ Contextual Analysis: Examines physical culture within its social, political, and economic contexts; Recognizes that meanings and practices  of physical culture are historically contingent and relational. ​ Power and Politics: Physical culture is a site where social hierarchies and power dynamics are constructed and contested; PCS aims to understand these dynamics to foster progressive social change. Critiques of Traditional Kin ​ Overemphasis on “Sport”: ​ Marginalization of Social Sciences Brain Pronger “Rendering the Body: The Implicit Key themes Lessons of Gross Anatomy” ​ Objectification of the Body: Gross anatomy courses teach students to view the body as a mechanical object ​ The Technological Habitus: argues that anatomy inculcates a “technological habitus”, habitus views the body as: an object to be controlled, a machine that can be optimize, a resource for societal and technological needs ​ Pedagogical Implications: Anatomy labs create a detached, objective approach to the human body. ​ Dualism and the Disembodied Mind: The anatomical perspective separates the body from the person, treating it as a possession of the disembodied mind ​ Technological Subjection of the Body: explores how the body is subjected to power dynamics in technological and capitalist systems; The body is rendered as a resource in industries such as sports and fitness. ​ Critiques of the Scientific Gaze: The scientific gaze privileges objectivity and functionality, marginalizing other ways of understanding the body (phenomenological or experiential perspectives) ​ Reproduction of Power: Anatomy education aligns with broader systems of social and cultural reproduction, maintaining the dominance of technological and capitalist ideologies. ​ Stephanie Woodworth & “Decolonizing Autoethnography in ​ Focuses on decolonizing autoethnography within the field of kinesiology Caroline Fusco Kinesiology: Towards Decolonial and integrating Indigenous perspectives, particularly regarding water Water Education” education. ​ Importance of Water in Indigenous Cultures: Water is deeply interconnected with Indigenous worldviews as a living entity and sacred resource, contrasting Western perceptions of water as a commodity or property. ​ Critique of Kinesiology: field often neglects its relationship with water, focusing predominantly on biophysical sciences; oversight reflects a broader epistemological hierarchy rooted in Western ideologies. ​ Call for Decolonial Water Education:proposed integrating Indigenous Knowledges into kinesiology and physical cultural studies; This includes respecting Indigenous ceremonial practices and understanding water’s role holistically in human life and movement. ​ Recommendation for Action: Researchers, educations, and practitioners in physical cultural spaces are urged to dismantle settle colonial systems and promote Indigenous methodologies and voices. ​ ​ Jessiac Nachman, Janelle “‘What if what the professor knows is ​ Highlights the persistence of whiteness in canadian kinesiology programs Joseph, Caroline Fusco not diverse enough for us?’:whiteness ​ Overrepresentation of Whiteness: Faculty demographics in Canadian kin in Canadian kinesiology programs” programs are predominantly white ​ Impact on racialized Students: Students from racialized and Indigenous backgrounds often feel excluded and unsupported; Experience of microaggressions, systemic racism, and lack of representation among faculty create barriers to academic success and engagement ​ Curriculum and Pedagogy: curriculum is heavily Eurocentric, emphasizing ideologies of meritocracy and individualism, which ignore systemic barriers affecting access to sport and physical activity for racialized groups; lack of discussions on colonialism, racism, and whiteness in the curriculum, which fails to prepare students for working in diverse communities. ​ Recommendations: The article calls for hiring for mentors and role models  who reflect diverse identities and experiences; Advocates for changes in curriculum to include discussion on race, colonialism, and systemic barriers in sport and physical activity; Institutions must adopt policies and practices to dismantle systemic racism and support equity and inclusion in kinesiology education. Lucia Timbur Taking a Knee, Making a Stand: ​ Colin Kaepernick’s Protest: decision to kneel during the national anthem Social Justice, Trump America, and was a response to anti-Black racism, police brutality, and systemic the Politics of Sport” oppression. This act sparked widespread discussion and solidarity, while also making kaepernick a polarizing figure. ​ Trump Administration’s Reaction: President trump and other political leaders condemned athlete protests, framing them as unpatriotic. This rhetoric intensified public and institutional responses, amplifying the cultural divide. ​ Boycotts and symbolic Actions: Beyond kneeling, athletes engaged in other forms of protest, such as boycotting White House visits; These actions challenged sexism, racism, and class inequality, offering alternative visions of leadership and solidarity. ​ Creation of a Counterpublic: The article argues that these protests fostered a “counterpublic” space where marginalized voices could contest dominant narratives and advocate for social change. This space extended beyond sports, influencing broader cultural and political debates. ​ Call for Continued Resistance: The conclusion emphasizes the need for ongoing activism and solidarity to challenge the Trump-era politics and foster a more inclusive and democratic society ​ Ann Travers “Thinking the Unthinkable: Imagining ​ Gendered Segregation in Baseball and Softball: Baseball is culturally and an “Un-American,” Girl-friendly, materially privileged over softball, reinforcing gender inequities; Boys and Women- and Trans-Inclusive men are channelled into baseball, while girls and women are streamed into Alternative for Baseball” softball, limiting opportunities for women ​ Cultural and Structural Barriers: Baseball is entrenched in patriarchal, white, and heteronormative norms, celebrating male dominance while excluding women; cultural bifurcation of baseball and softball perpetuates myths about male athletic superiority, despite evidence of significant overlap in skills and abilities. ​ Challenges for Women in Sport: Women in softball face limited professional and financial opportunities compared to their male counterparts in baseball; The exclusion of women from baseball is normalized and often unquestioned, reinforcing systemic sexism in sports. ​ Intersectionality and Inclusion: Emphasizes the importance of addressing not just sexism but also intersecting issues of racism, classism, and transphobia in sports; A truly inclusive approach would challenge the binary gender norms and create spaces for diverse identities, including transgender athletes. ​ Proposed Changes: Integration of boys and girls in baseball programs from a young age; Overhaul of baseball’s discriminatory structures to allow equal opportunities for women and trans individuals; Cultural shifts to challenge the entrenched ideologies of masculinity and gender essentialism in sports. ​ Danielle Peers “Patients, Athletes, Freaks: ​ Paralympics is analyzed as an institution that perpetuates disability rather Paralympism and the Reproduction of than solely empowering athletes with disabilities. Disability” ​ Freak Show Legacy: Article draws parallels between paralympic exhibitions and 19th-century freak shows, arguing that these spectacles emphasized the physical differences of athletes to normalize able-bodied spectators. ​ Shifts in Governance: Paralympic governance transitioned through various stages, including the creation of the International Organizations of Sport for the Disabled (IOSDs), the International Coordinating Committee (ICC), and the International Paralympic Committee (IPC). ​ Critique of Empowerment Narratives: While Paralympics is often celebrated for empowering athletes, it also reinforces systemic inequities through classification systems and the spectacle of competition  ​ Power and Control: Disabled athletes are often positioned as subjects of control rather than agents of resistance. ​ Caroline Fusco “Cultural Landscapes of Purification: ​ Examines how whiteness shapes the physical and cultural landscapes of Sports Spaces and Discourses of sports spaces, focusing on the design, use, and socio-cultural implications Whiteness” of these environments. ​ Intersection of Whiteness and Space: Explores how whiteness, as a socio-cultural construct, is embedded in the design and governance of sports spaces; Whiteness manifests in the modernist architectural style that prioritizes cleanliness, order, and rationality, often excluding or marginalizing non-white, non-male bodies. ​ Modernist Architecture and Whiteness:Design of sports spaces, such as locker rooms, is influenced by modernist aesthetics, emphasizing white surfaces, geometric lines, and functionality; These design choices symbolically reinforce ideas of racial and cultural purity. ​ Discourses of Purity and Respectability: Sports spaces are sites of “purification”, where cleanliness and hygiene are equated with moral and cultural superiority; These discourses align with broader historical narratives of Western colonialism and racialized hierarchy of modernity. ​ Call for Inclusive Practices: Fusco advocates for a rethinking of sports spaces to challenge the dominance of whiteness and promote inclusivity for marginalized groups. ​ Amanda De Lisio, Caroline “Shelter in Place: Pandemic ​ Examines the role of neoliberal policies and settler colonial ideologies in Fusco, Steph Woodworth, Prudentialism and Park Space in shaping public health responses, particularly regarding park spaces and Raiya Taha-Thomure toronto/Tkaronto” encampment communities during the COVID-19 pandemic. ​ Impact on Encampment Communities: Encampment communities in Toronto parks emerged as a survival strategy for unhoused people, offering alternatives to overcrowded and unsafe shelter systems; These communities faced organized abandonment and violence, including forced evictions and criminalization. ​ Public Health Inequities: Pandemic exacerbated vulnerabilities for racialized and marginalized groups, particularly unhoused individuals, who faced higher rates of COVID-19 infections and mortality; Systemic issues like inadequate housing, racial capitalism, and health inequities were perpetuated rather than addressed. ​ Policy Critique and Recommendations: Critiques the militarized and punitive approach to encampments, which prioritized “restoring” park spaces over addressing homelessness and housing insecurity; Calles for a shift from neoliberal and colonial frameworks to equitable and inclusive public health and housing policies. ​ Brad Milligton, Brian Wilson “Contested Terrain and Terrain that ​ Case Focus: Trump International Golf Links Scotland (TIGLS): Examines Contests: Donald Trump, Golf’s the construction & controversy surround TIGLS, a golf course developed Environmental Politics, and a by Trump in Scotland; site involved the transformation of environmentally Challenge to Anthropocentrism in sensitive sand dunes designated as a Site of Special Scientific Interest Physical Cultural Studies” ​ Resistance Movements: Local opposition (“Tripping Up Trump {TUT}) protested the project by employing tactics like ownership campaigns to prevent the forced displacement of local residents but failing to preserve the sand dunes. ​ PCS - TIGLS exemplifies the tension between economic development, environmental sustainability, and social justice in sport-related projects. ​ Kevin Young “Toward a Less Speciesist Sociology ​ Animal-Sport Complex: Examines the pervasive, underexplored of Sport” relationship between animals and human sports ​ Speciesism in Sociology of Sport: Focused on human participants, overlooking the central role of animals; Field has shown limited engagement with ethical, cultural, and social dimensions of animal use in sport. ​ Ethical Concerns: Critiques practices such as rodeos, greyhound racing, equestrian sports → exploitation, injury, and suffering animals endure for  human entertainment. Animals are to be seen as sentient beings deserving empathy and ethical consideration. ​ Call for Sociological Engagement: Advocates for a deeper integration of animal ethics and welfare into SOS. → encourages researchers to explore the intersections of speciesism, social class, gender, and culture within sporting contexts. Tricia McGuire-Adams, “Awakening to Elsewheres: ​ Elsewheres - Spaces of possibility that resist colonial, ableist, and Janelle Joseph, Danielle Peers, Collectively Restorying Embodied heteronormative constraints. Where marginalized groups can envision Lindsay Eales, William Bridel, Experiences of (Be)longing” alternative ways of being, belonging, and engaging with the world. Chen Chen, Evelyn Hamdon, ​ Intersectionality in Sport and Culture: Authors critique mainstream sport and Bethan Kingsley - spaces for their embedded systems of exclusion (ie. settler colonialism, racism, ableism, and heteropatriarchy); Emphasize necessity of intersectionality to see how oppression operates within P.A. & sport ​ Critique on Inclusion Policies: Authors critique “add and stir’ approaches which often tokenize marginalized identities without addressing systemic oppression; Advocate for a more transformative approach that centers decolonial and intersectional frameworks. ` Michael L. Silk & David L. Andrews - "Toward a Physical Cultural Studies" ​ Purpose and Definition of PCS - a field distinct from the Sociology of Sport; that focuses on the critical analysis of physical culture in various forms ​ Philosophical Foundations: ○​ Integrates ontological, epistemological, and axiological considerations to critique and intervene in social issues. ○​ Rooted in a commitment to progressive social change, drawing on traditions from cultural studies. ​ Criticism of Sociology of Sport (SOS) : ○​ The authors argue that SOS is too narrowly defined & needs a broader framework to address the complexities of physical culture.  ○​ PCS expands beyond the confines of sport to include a diverse range of physical cultural practices. ​ Methodological Approach: ○​ PCS emphasizes a multi-method and interdisciplinary approach, incorporating ethnography, media analysis, discourse analysis, and other methods. ○​ The field adopts a contextual and relational understanding of physical culture, acknowledging its dynamic and socially constructed nature. ​ Ethics and Responsibilities: ○​ PCS challenges traditional notions of value-neutral research, advocating for ethical practices that promote empowerment and address social inequities. ○​ Researchers are encouraged to engage with communities and prioritize socially relevant outcomes. ​ Expression and Impact: ○​ PCS seeks innovative forms of expression, moving beyond traditional academic writing to include creative, accessible, and participatory methods. ○​ The goal is to bridge the gap between academic scholarship and public engagement, making research impactful for broader audiences. ​ Call for Collaboration and Reflexivity: ○​ The authors highlight the importance of collaboration across disciplines and with communities ○​ Reflexivity and a commitment to addressing power dynamics are central to PCS practices. Adams, M. L., Helstein, M. T., Kim, K., McDonald, M. G., Davidson, J., Jamieson, K. M., King, S., & Rail, G. - “Feminist Cultural Studies: Uncertainties and Possibilities” 1.​ Feminism in Sport Studies: a.​ The authors express concern about the marginalization of feminist scholarship within PCS and the broader field of sports studies. b.​ Feminist approaches have historically shaped sports studies but are often unacknowledged in recent PCS discourses. 2.​ Critiques of PCS: a.​ PCS is critiqued for presenting itself as a “new” and “emergent” field, despite drawing heavily from existing feminist and cultural studies methodologies b.​ The territorialization of PCs risks marginalizing other intellectual traditions within sports studies, including feminist perspectives. 3.​ Roundtable Discussions:  a.​ A 2012 NASSS conference panel highlighted feminist concerns about PCS’s lack of recognition for feminist contributions. b.​ Feminist scholars → call for an approach emphasizing dialogue and resisting rigid boundaries in scholarly fields. 4.​ The Role of the University and Students: a.​ The university is seen as a critical site for political intervention, and teaching itself is framed as an engaged political act. b.​ Text highlights the need for educational spaces that enable students to engage politically and critically with societal issues. 5.​ Concerns About Neoliberal Academia: a.​ Authors critique the influence of neoliberalism on academia, which prioritizes measurable outputs and marketability over critical, diverse scholarship. b.​ PCS is viewed as partially reproducing neoliberal values by striving for institutional legitimacy at the expense of inclusivity. 6.​ Call for Unbounded Approach: a.​ They advocate for a broad, eclectic scholarship that values complexity, difference, and generative possibilities. b.​ Stress the importance of feminist cultural studies in challenging power dynamics and fostering diverse intellectual traditions. 7.​ Feminist Contributions to PCS and beyond: a.​ The authors argue that feminist cultural studies offer vital lessons on social justice, interdisciplinarity, and political engagement. b.​ Encourage sport studies scholars to address structural inequities within the academy and beyond. David. L Andrews - “Kinesiology’s Inconvenient Truth and the Physical Cultural Studies Imperative” Key Issues in Kinesiology: 1.​ Epistemological Hierarchy: a.​ The field is dominated by positivist, quantitative, and predictive approaches, overshadowing qualitative and interpretive methods. b.​ This hierarchy prioritizes scientific methods suited to the natural sciences, marginalizing social sciences and humanities. 2.​ Fragmentation and Specialization: a.​ Hyper-specialization within subdisciplines has created silos, hindering an integrated approach to kinesiology. b.​ Subdisciplines often lack interaction, undermining the comprehensive study of human movement. 3.​ Neoliberal and Institutional Pressures:  a.​ The corporate university model prioritizes outputs and measurable productivity. b.​ Funding structures and administrative biases favour “high-quality science,” sidelining qualitative and critical scholarship. PCS: as a Solution: 1.​ Core Principles: a.​ PCS emphasizes the integration of empirical, theoretical, and methodological approaches to study active bodies. b.​ It critically analyzes how physical bodies are organized, represented, and experienced within social power structures. 2.​ Interdisciplinary Approach: a.​ Draws from sociology, history, cultural studies, and other disciplines b.​ Utilizes methods such as ethnography, autoethnography, discourse analysis, and contextual analysis. 3.​ Goals of PCS: a.​ To expose and challenge physical cultural injustices related to class, gender, race, and other power structures. b.​ Develop knowledge that empowers and intervenes in inequitable practices. Key Concepts: Physical Culture: ​ A broader term encompassing sport, exercise, fitness, health, and movement practices. ​ Focuses on how bodies are socially constructed and culturally regulated. Ontological Complexity: ​ Physical culture includes various dimensions (sport, exercise, recreation) that are interconnected yet autonomous. ​ Understanding these dimensions requires flexible and dynamic research methods. Contextual Analysis: ​ Examines physical culture within its social, political, and economic contexts. ​ Recognizes that meanings and practices of physical culture are historically contingent and relational. Power and Politics: ​ Physical culture is a site where social hierarchies and power dynamics are constructed and contested. ​ PCS aims to understand these dynamics to foster progressive social change. Critiques of Traditional Kinesiology: 1.​ Overemphasis on “Sport”: a.​ Sport has been the default focus, but PCS advocates for a broader exploration of physical culture. b.​ Narrow focus on sports limits the field’s relevance and comprehensiveness. 2.​ Marginalization of Social Sciences: a.​ Social and cultural analyses are often undervalued within kinesiology departments. b.​ This limits the field’s potential to address broader societal and historical issues. The PCS Imperative: ​ Integration: ○​ PCS calls for a truly integrative kinesiology that embraces diverse methodologies and epistemologies. ○​ Advocates for bridging gaps between subdisciplines to address the complexities of human movement comprehensively. ​ Political Engagement:  ○​ PCS is committed to using scholarship to intervene in societal injustices. ○​ Research should not only analyze but also act to change inequitable practices. ​ Teaching and Public Engagement: ○​ Education is seen as a critical site for fostering awareness and activism. ○​ PCS researchers are encouraged to connect their work with broader cultural and political issues. Brain Pronger - Rendering the Body: The Implicit Lessons of Gross Anatomy Key Themes and Arguments: 1.​ Objectification of the Body: a.​ Gross anatomy courses teach students to view the body as a mechanical object. b.​ This objectification supports consumer culture and aligns with the demands of high-performance sports and technological society. 2.​ The Technological Habitus: a.​ Drawing from Pierre Bourdieu’s concept of habitus, Pronger argues that anatomy inculcates a “technological habitus”. b.​ This habitus views the body as: i.​ An object to be controlled ii.​ A machine that can be optimized iii.​ A resource for societal and technological needs 3.​ Pedagogical Implications: a.​ Anatomy labs create a detached, objective approach to the human body. b.​ Emotional engagement or subjective experiences are discouraged, reinforcing a scientific and utilitarian view of the body. 4.​ Dualism and the Disembodied Mind: a.​ The anatomical perspective separates the body from the person, treating it as a possession of the disembodied mind. b.​ This reinforces Cartesian dualism, where the body is subjected to intellectual or spiritual goals. 5.​ Technological Subjection of the Body: a.​ Influenced by Foucault, Pronger explores how the body is subjected to power dynamics in technological and capitalist systems. b.​ The body is rendered as a resource in industries such as sports and fitness. Core Concepts 1.​ Gross Anatomy as a Rite of Confirmation: a.​ Anatomy courses are not just about learning body structures; they confirm the societal belief in the body’s objectivity. b.​ This rite indoctrinates students into seeing the body through the lens of technology and science. 2.​ Implicit Curriculum: a.​ Beyond the explicit learning of anatomy, students internalize attitudes that align with technological society’s needs. b.​ These implicit lessons often go unquestioned, ensuring the reproduction of technological culture. 3.​ Heidegger’s Technology Critique: a.​ Martin Heidegger’s perspective on technology frames it as a mode of aggressive “disclosure” that treats beings as resources. b.​ The anatomical body is a product of this technological worldview.  4.​ Critiques of the Scientific Gaze: a.​ The scientific gaze privileges objectivity and functionality, marginalizing other ways of understanding the body (phenomenological or experiential perspectives) 5.​ Reproduction of Power: a.​ Anatomy education aligns with broader systems of social and cultural reproduction, maintaining the dominance of technological and capitalist ideologies. Critical Implications ​ Consequences of technological Dominance: ○​ The technological framing of the body exacerbates issues like body commodification, overtraining in sports, and societal alienation from embodied experiences. ​ Resistance and Possibilities: ○​ Pronger suggests pedagogical changes that encourage emotional engagement and critical questioning of the technological habitus. ○​ Alternative approaches, like phenomenology or movement awareness practices, could offer a more holistic understanding of the body. Stephanie Woodworth & Caroline Fusco - “Decolonizing Autoethnography in Kinesiology: Towards Decolonial Water Education” Focuses on decolonizing autoethnography within the field of kinesiology and integrating Indigenous perspectives, particularly regarding water education. 1.​ Settler Colonialism in education: a.​ Authors argue that educational institutions across North America perpetuate settler colonial ideologies that redefine relationships with land and water, erasing Indigenous histories and undermining Indigenous sovereignty 2.​ Decolonizing Autoethnography: a.​ Involves critical self-reflection on the researcher’s positionality within colonial structures. b.​ This paper applies it to Stephanie Woodworth’s journey as a White settler researcher, aiming to unsettle colonial norms in academia and kinesiology. 3.​ Importance of Water in Indigenous Cultures:  a.​ Water is deeply interconnected with Indigenous worldviews as a living entity and sacred resource, contrasting Western perceptions of water as a commodity or property. 4.​ Critique of Kinesiology: a.​ The field often neglects its relationship with water, focusing predominantly on biophysical sciences. b.​ This oversight reflects a broader epistemological hierarchy rooted in Western ideologies. 5.​ Mother Earth Water Walks: a.​ These Walks, led by Indigenous women like Grandmother Joesph Mandamin, aid to heal water and foster sacred relationships between humans and water bodies. They provide a model for integrating physical and spiritual connections to water. 6.​ Call for Decolonial Water Education: a.​ The paper proposed integrating Indigenous Knowledges into kinesiology and physical cultural studies. b.​ This includes respecting Indigenous ceremonial practices and understanding water’s role holistically in human life and movement. 7.​ Addressing Inequalities: a.​ The research highlights systemic inequalities in water access for Indigenous communities, linked to colonial governance and environmental degradation. 8.​ Recommendation for Action: a.​ Researchers, educations, and practitioners in physical cultural spaces are urged to dismantle settle colonial systems and promote Indigenous methodologies and voices. Jessiac Nachman, Janelle Joseph, Caroline Fusco - “‘What if what the professor knows is not diverse enough for us?’:whiteness in Canadian kinesiology programs” -​ Highlights the persistence of whiteness in canadian kinesiology programs 1.​ Overrepresentation of Whiteness: a.​ Faculty demographics in Canadian kin programs are predominantly white, with 945 of faculty being white in some studies. b.​ Curriculum and teaching methods often normalize and center whiteness, marginalizing racialized and Indigenous perspectives. 2.​ Impact on racialized Students: a.​ Students from racialized and Indigenous backgrounds often feel excluded and unsupported. b.​ Experience of microaggressions, systemic racism, and lack of representation among faculty create barriers to academic success and engagement. 3.​ Curriculum and Pedagogy:  a.​ The curriculum is heavily Eurocentric, emphasizing ideologies of meritocracy and individualism, which ignore systemic barriers affecting access to sport and physical activity for racialized groups. b.​ There is a lack of discussions on colonialism, racism, and whiteness in the curriculum, which fails to prepare students for working in diverse communities. 4.​ Resistance to Anti-racism: a.​ Anti-racist initiatives and teachings are often met with hostility or indifference from white faculty and students. b.​ Theories of whiteness and #white privilege highlights how these systemic issues remain unacknowledged and unaddressed. 5.​ Theories of Whiteness: a.​ The article employs Critical Race Theory and theories of whiteness to analyze systemic racism in kinesiology programs. b.​ Whiteness is presented as an unmarked norm that perpetuates privilege and erases the experiences of racialized groups. 6.​ Student narratives: a.​ Interviews with students reveal feelings of isolation and discomfort due to the dominance of white culture and the lack of racial diversity among faculty and peers. b.​ Students express the need for mentors and role models who reflect diverse identities and experiences. 7.​ Recommendations: a.​ The article calls for hiring for mentors and role models who reflect diverse identities and experiences. b.​ Advocates for changes in curriculum to include discussion on race, colonialism, and systemic barriers in sport and physical activity. c.​ Institutions must adopt policies and practices to dismantle systemic racism and support equity and inclusion in kinesiology education. Lucia Timbur - Taking a Knee, Making a Stand: Social Justice, Trump America, and the Politics of Sport -​ Examines the intersection of sports, politics, and social justice, focusing on athlete activism during the trump administration 1.​ Historical Context of Sports Activism: a.​ The article situates recent protests within the long history of athletes addressing social justice issues, drawing parallels with iconic moments from the Civil Rights era. 2.​ Colin Kaepernick’s Protest: a.​ Kaepernick’s decision to kneel during the national anthem was a response to anti-Black racism, police brutality, and systemic oppression. This act sparked  widespread discussion and solidarity, while also making kaepernick a polarizing figure. 3.​ Trump Administration’s Reaction: a.​ President trump and other political leaders condemned athlete protests, framing them as unpatriotic. This rhetoric intensified public and institutional responses, amplifying the cultural divide. 4.​ Expansion of Protests: a.​ Kaepernick’s actions inspired similar protests across various sports leagues, including the NFL, NBA, and WNA. b.​ These acts of resistance created opportunities for dialogue on racism, inequality, and the role of sports in society. 5.​ Boycotts and symbolic Actions: a.​ Beyond kneeling, athletes engaged in other forms of protest, such as boycotting White House visits. b.​ These actions challenged sexism, racism, and class inequality, offering alternative visions of leadership and solidarity. 6.​ Creation of a Counterpublic: a.​ The article argues that these protests fostered a “counterpublic” space where marginalized voices could contest dominant narratives and advocate for social change. b.​ This space extended beyond sports, influencing broader cultural and political debates. 7.​ Role of Symbolic Action: a.​ Symbolic gestures, such as kneeling or refusing to attend ceremonies, were effective in prompting deliberation and challenging entrenched power structures. 8.​ Critique and Limitations: a.​ Protests were critiqued for not addressing broader systemic issues such as American militarism or global inequalities, suggesting that the activism remained confined within the existing societal framework. 9.​ Athletes as Change Agents: a.​ The article highlights the ability of athletes to use their platforms for activism, leveraging their visibility to confront issues of inequality and injustice. 10.​ Call for Continued Resistance: a.​ The conclusion emphasizes the need for ongoing activism and solidarity to challenge the Trump-era politics and foster a more inclusive and democratic society Ann Travers - “Thinking the Unthinkable: Imagining an “Un-American,” Girl-friendly, Women- and Trans-Inclusive Alternative for Baseball” -​ Examines gendered bifurcation of baseball and softball and envisions a more inclusive future for the sport 1.​ Gendered Segregation in Baseball and Softball: a.​ Baseball is culturally and materially privileged over softball, reinforcing gender inequities. b.​ Boys and men are channelled into baseball, while girls and women are streamed into softball, limiting opportunities for women in professional baseball. 2.​ Cultural and Structural Barriers:  a.​ Baseball is entrenched in patriarchal, white, and heteronormative norms, celebrating male dominance while excluding women. b.​ The cultural bifurcation of baseball and softball perpetuates myths about male athletic superiority, despite evidence of significant overlap in skills and abilities. 3.​ Critical Analysis USing Case Studies: a.​ The article analyses the careers of Canadian brother-sister duos to illustrate teh gendered occupational segregation in baseball and softball. b.​ While the brothers pursued professional careers in baseball, the sisters were limited to softball, with fewer resources, recognition, and financial opportunities. 4.​ Challenges for Women in Sport: a.​ Women in softball face limited professional and financial opportunities compared to their male counterparts in baseball. b.​ The exclusion of women from baseball is normalized and often unquestioned, reinforcing systemic sexism in sports. 5.​ Intersectionality and Inclusion: a.​ Emphasizes the importance of addressing not just sexism but also intersecting issues of racism, classism, and transphobia in sports. b.​ A truly inclusive approach would challenge the binary gender norms and create spaces for diverse identities, including transgender athletes. 6.​ Proposed Changes: a.​ Integration of boys and girls in baseball programs from a young age. b.​ Overhaul of baseball’s discriminatory structures to allow equal opportunities for women and trans individuals. c.​ Cultural shifts to challenge the entrenched ideologies of masculinity and gender essentialism in sports. 7.​ Softball as a Space of resistance: a.​ Softball is often seen as inferior to baseball, it has also served as a space for lesbian and gender-nonconforming athletes to express themselves and resist heteronormative expectations. b.​ Efforts to make baseball inclusive should not devalue the cultural significance of softball for these communities. 8.​ Broader Implications: a.​ Exclusion of women from baseball is linked to broader societal ideologies that reinforce white masculinity and American nationalism. b.​ By challenging these norms, baseball could become a platform for social justice and inclusivity. 9.​ Vision for the Future: a.​ Article envisions a future where baseball is restructured to be inclusive of all genders, providing equal opportunities and dismantling systemic barriers Danielle Peers - Patients, Athletes, Freaks: Paralympism and the Reproduction of Disability -​ Examination of Paralympism admits role in the reproduction of disability. 1.​ Paralympism’s role in Disability: a.​ Paralympics is analyzed as an institution that perpetuates disability rather than solely empowering athletes with disabilities. b.​ It is shaped by intersecting discourses from rehabilitation, mainstream sport, and 19th-century freak shows. 2.​ Historical Roots:  a.​ The movement’s origins are tied to rehabilitation practices post-World War 2, where sport was used to “rescue” individuals with disabilities. b.​ Early practices were influenced by biomedical perspectives, emphasizing the normalization and productivity of disabled bodies. 3.​ Freak Show Legacy: a.​ Article draws parallels between paralympic exhibitions and 19th-century freak shows, arguing that these spectacles emphasized the physical differences of athletes to normalize able-bodied spectators. 4.​ Shifts in Governance: a.​ Paralympic governance transitioned through various stages, including the creation of the International Organizations of Sport for the Disabled (IOSDs), the International Coordinating Committee (ICC), and the International Paralympic Committee (IPC). b.​ These shifts reflect evolving discourses of fairness, elitism, and neoliberalism, often reinforcing hierarchical classifications and marginalizing severely disabled athletes. 5.​ Critique of Empowerment Narratives: a.​ While Paralympics is often celebrated for empowering athletes, it also reinforces systemic inequities through classification systems and the spectacle of competition. b.​ The focus on “aesthetic” and competitive sports marginalizes less “marketable” athletes and events. 6.​ Power and Control: a.​ The Foucauldian framework highlights how Paralympism exerts power through classification, regulation, and spectacle, constraining the autonomy of athletes. b.​ Disabled athletes are often positioned as subjects of control rather than agents of resistance. 7.​ Recommendations for Future Research: a.​ Article calls for more nuanced analyses of how athletes engage with and resist these power dynamics. b.​ Advocates for a critical examination of the intersection of sport, disability ,and systemic power. Fusco - Cultural Landscapes of Purification: Sports Spaces and Discourses of Whiteness ​ Examines how whiteness shapes the physical and cultural landscapes of sports spaces, focusing on the design, use, and socio-cultural implications of these environments. 1.​ Intersection of Whiteness and Space: a.​ Explores how whiteness, as a socio-cultural construct, is embedded in the design and governance of sports spaces. b.​ Whiteness manifests in the modernist architectural style that prioritizes cleanliness, order, and rationality, often excluding or marginalizing non-white, non-male bodies. 2.​ Modernist Architecture and Whiteness: a.​ Design of sports spaces, such as locker rooms, is influenced by modernist aesthetics, emphasizing white surfaces, geometric lines, and functionality.  b.​ These design choices symbolically reinforce ideas of racial and cultural purity. 3.​ Discourses of Purity and Respectability: a.​ Sports spaces are sites of “purification”, where cleanliness and hygiene are equated with moral and cultural superiority. b.​ These discourses align with broader historical narratives of Western colonialism and racialized hierarchy of modernity. 4.​ Spatial ethnography Findings: a.​ Using ethnographic research in a university athletic facility, the study highlights how architecture and policy perpetuate norms of whiteness, respectability, and exclusion b.​ Interviews reveal that users of these spaces are often aware of implicit rules and expectations, tied to race, class, and gender. 5.​ Impact on Non-Normative Bodies: a.​ Non-white, non-male, and non-heteronormative individuals often experience discomfort and exclusion in these spaces. b.​ The spatial arrangement and cultural norms perpetuate a sense of belonging for white, able-bodied, and heteronormative individuals while marginalizing others. 6.​ Neoliberal and Disciplinary Practices: a.​ Article critiques how neoliberal values of efficiency and cost-effectiveness intersect with whiteness to sustain exclusionary practices in sports spaces. b.​ Surveillance and management of these spaces reinforce social norma and hierarchies. 7.​ Challenges to Purified Space: a.​ Despite intent to create rational and orderly spaces, users’ diverse practices and resistances disrupt these ideals. b.​ Study highlight the tension between design intentions and lived experiences. 8.​ Call for Inclusive Practices: a.​ Fusco advocates for a rethinking of sports spaces to challenge teh dominance of whiteness and promote inclusivity for marginalized groups. Amanda De Lisio, Caroline Fusco, Steph Woodworth, Raiya Taha-Thomure - “Shelter in Place: Pandemic Prudentialism and Park Space in toronto/Tkaronto” -​ Examines the role of neoliberal policies and settler colonial ideologies in shaping public health responses, particularly regarding park spaces and encampment communities during the COVID-19 pandemic. 1.​ Neoliberal Prudentialism: a.​ Article critiques the emphasis on individual responsibility (social distancing, sheltering in place) as a public health strategy. b.​ This approach ignored systematic inequalities and deflected attention from the failures of structural support systems, particularly for unhoused individuals.  2.​ Impact on Encampment Communities: a.​ Encampment communities in Toronto parks emerged as a survival strategy for unhoused people, offering alternatives to overcrowded and unsafe shelter systems. b.​ These communities faced organized abandonment and violence, including forced evictions and criminalization. 3.​ Settler Colonial Framework: a.​ The response to park encampments analyzed as part of a broader settler colonial project, aiming to dispossess marginalized populations of land and resources. b.​ Parks are portrayed as sanitized, orderly spaced for privileged groups, marginalising unhoused individuals and erasing Indigenous connections to the land. 4.​ Historical Context of Park Space: a.​ Authors highlight the historical commodification of Indigenous land in Toronto, where parks were created as part of settler colonial land-use strategies. b.​ Concept of “emparkment” rationalized land regulation and dispossession under the guise of public health and environmental management. 5.​ Public Health Inequities: a.​ Pandemic exacerbated vulnerabilities for racialized and marginalized groups, particularly unhoused individuals, who faced higher rates of COVID-19 infections and mortality. b.​ Systemic issues like inadequate housing, racial capitalism, and health inequities were perpetuated rather than addressed. 6.​ Resistance and Solidarity: a.​ Encampment communities and their advocates resisted evictions and highlighted systemic failures. b.​ These acts of resistance revealed the cracks in neoliberal governance and settler colonialism, offering alternative visions of solidarity and care. 7.​ Policy Critique and Recommendations: a.​ Critiques the militarized and punitive approach to encampments, which prioritized “restoring” park spaces over addressing homelessness and housing insecurity. b.​ Calles for a shift from neoliberal and colonial frameworks to equitable and inclusive public health and housing policies. Brad Milligton, Brian Wilson - “Contested Terrain and Terrain that Contests: Donald Trump, Golf’s Environmental Politics, and a Challenge to Anthropocentrism in Physical Cultural Studies” ​ Case Focus: Trump International Golf Links Scotland (TIGLS): ○​ Examines the construction & controversy surround TIGLS, a golf course developed by Trump in Scotland. ○​ The site involved the transformation of environmentally sensitive sand dunes designated as a Site of Special Scientific Interest ​ Environmental Managerialism: ○​ Project highlights “environmental managerialism” where economic growth is prioritized over environmental concerns, despite policies promoting sustainability.  ○​ Approval of TIGLS by the Scottish government reflected this bias, favoring economic benefits over environmental preservation. ​ Resistance Movements: ○​ Local opposition (“Tripping Up Trump {TUT}) protested the project by employing tactics like ownership campaigns to prevent the forced displacement of local residents but failing to preserve the sand dunes. ​ Anthropocentrism: ○​ Both supporters and opponents prioritised human interests, marginalizing environmental concerns. ​ PCS: ○​ TIGLS exemplifies the tension between economic development, environmental sustainability, and social justice in sport-related projects. Kevin Young - “Toward a Less Speciesist Sociology of Sport” 1.​ Animal-Sport Complex: a.​ Examines the pervasive, underexplored relationship between animals and human sports 2.​ Speciesism in Sociology of Sport: a.​ Focused on human participants, overlooking the central role of animals. b.​ Field has shown limited engagement with ethical, cultural, and social dimensions of animal use in sport. 3.​ Ethical Concerns: a.​ Critiques practices such as rodeos, greyhound racing, equestrian sports; empphasizing → exploitation, injury, and suffering animals endure for human  entertainment. Animals are to be seen as sentient beings deserving empathy and ethical consideration. 4.​ Historical/ Cultural Context: a.​ Historical ties of sport with colonialism, capitalism, and traditional practices have perpetuated the marginalization of animals. b.​ Popular events like rodeos and hunting are legitimized through cultural narratives, despite their exploitative nature. 5.​ Call for Sociological Engagement: a.​ Advocates for a deeper integration of animal ethics and welfare into SOS. → encourages researchers to explore the intersections of speciesism, social class, gender, and culture within sporting contexts. 6.​ Importance in PCS: a.​ Broadening Our scope: i.​ Integrating the study of animal exploitation into PCS challenges anthropocentric biases and expands the discipline’s scope to include non-human perspectives. b.​ Ethical Framework: i.​ Aligns PCS with contemporary ethical discourses on sustainability, animal rights, and social justic, makin the field more inclusive nad relevant. c.​ Interdisciplinary Insights: i.​ Encourages collaboration with fields like environmental studies, ethics, and animal behaviour to understand the socio-cultural significance of animals in sport Tricia McGuire-Adams, Janelle Joseph, Danielle Peers, Lindsay Eales, William Bridel, Chen Chen, Evelyn Hamdon, and Bethan Kingsley - “Awakening to Elsewheres: Collectively Restorying Embodied Experiences of (Be)longing” 1.​ Elsewheres”: a.​ Spaces of possibility that resist colonial, ableist, and heteronormative constraints. Where marginalized groups can envision alternative ways of being, belonging, and engaging with the world. 2.​ Collective Autoethnography: a.​ Relational and emergent approaches; using shared stores, dreams, and embodied experiences. → draws from Indigenous and decolonial traditions, like the Cree/Metis concept relational obligation. 3.​ Intersectionality in Sport and Culture:  a.​ Authors critique mainstream sport spaces for their embedded systems of exclusion (ie. settler colonialism, racism, ableism, and heteropatriarchy) b.​ Emphasize necessity of intersectionality to see how oppression operates within P.A. & Sports 4.​ Decolonization as Praxis: a.​ Decolonization is framed as unsettling and transformative work that challenges systems of disposession, supremacy, and erasure. 5.​ Dreaming and Storytelling as Resistance: a.​ Dreaming and storytelling are presented as powerful tools to disrupt colonial norms and create “elsewheres” i.​ These resist Western emphasis on productivity and rationality, offering alternative epistemologies grounded in relationality and regeneration. 6.​ Critique on Inclusion Policies: a.​ Authors critique “add and stir’ approaches which often tokenize marginalized identities without addressing systemic oppression. b.​ Advocate for a moree transformative approach that centers decolonial and intersectional frameworks. 7.​ Importance in PCS: a.​ Expanding the Scope of PCS: i.​ Pushes PCS to go beyond Eurocentric, ableist adn heteronormative paradigms by incorporating marginalized voices and practices. ii.​ Calls for integrating relational and decolonial methodologies to rethink physical and cultural spaces. b.​ Reimagining Sport and Movement Cultures: i.​ Challenges PCS scholars to explore how sport and physical activity can serve as spaces of resistance and regeneration for marginalized groups. c.​ Interdisciplinary and Relational Focus: i.​ Underscores the importance of interdisciplinary approaches that connect PCS with Indigenous studies, critical race theory, and feminist methodologies.