Suchergebnisse

This article contributes to emerging efforts to decolonize race-based approaches and antiracist pedagogies in sociology. Building on recent scholarship on settler colonialism and decolonization as well as her experiences of being unsettled, the author discusses the limitations of her critical sociological toolkit for understanding and teaching about the cultural violence associated with "Indian" sport mascots. By discussing an active-learning writing assignment and students' work from an online course in sport and society, the author argues for sociologists to go beyond frameworks that conceptualize American Indians as a racial or ethnic group seeking greater inclusion in a multicultural nation and consider ongoing settler colonialism that structures U.S. society. The author contends that adding land back into sociological frameworks will help make visible legitimized racism and the cultural logic of elimination and replacement of Indigenous peoples of Turtle Island. To conclude, the author advocates for instructors to be critically self-reflective and to use sociology classrooms as sites of decolonization.

In our ever-increasing global world, it is becoming more difficult to understand local and national experiences of competitive athletes without reference to global processes. This is clearly the case when it comes to the global sport of football. This paper takes up the issue of local-global connections wthin football in Africa by examining the development of and the shifting power relations within South African women's football during the 1990s. The concurrent processes of democratization and globilization make South Africa a particularly intriguing context in which to examine local-global linkages. This analysis is based on multiple sources of data inclucing qualitative interviews, self-administered surveys, archival documents, and direct observations of women's soccer in South Africa. Future directions for research to increase our understanding of contemporary African women's sporting experiences are discussed. (Afr Spec/GIGA)

This study contributes to the emerging international literature on women's soccer by exploring how South African women are negotiating material and ideological constraints to participate in the historically masculine sport of football. Special attention is given to situating athletes' micro-level experiences within macro-level social structures, including the material legacies of colonialism and apartheid. This analysis is based on a multi-methods approach that includes interview, survey, documentary, and observational data collected during 1999 and 2000. Theoretically, this analysis draws upon various frameworks characteristic of feminist sport literatures as well as theoretical insights of Black feminists writing within and beyond Southern Africa. The findings show that a strong ethic of care within the women's soccer community and strategies of creative resistance in the everyday lives of South African women soccer athletes are central to challenging exclusionary practices in soccer. Implications for theory and future research are discussed.

This article explores the use of a social science–fictional play to teach macro-structural concepts related to global capitalism and surplus labor in a small and large Introduction to Sociology course. Relying on a cross-disciplinary and critical pedagogical approach that combines theory and practice to empower students to develop a critical consciousness of the world around them, the authors develop an active learning exercise centered on an in-class reading of the dystopian play I Like Firing People written by sociologists Charles Derber and Yale Magrass. To assess the effectiveness of the exercise to increase student engagement and conceptual learning, the authors use quantitative and qualitative data and a quasi-experimental research design. Even with the mixed findings, the reading of an evocative social scientific fictional play coupled with short writing exercises and class discussions appears to assist in making macro-structural systems more visible and real to students and offers a unique role-playing opportunity that highlights multiple perspectives on the global capitalist economy.

"First, specific social problems such as the growth of global terrorism, environmental sustainability, immigration and border security, violence between ethnic and racial groups, inequality and worldwide poverty, political populism, and gender oppression have become especially salient since we last wrote introductory course materials. Second, on a broader scale, society has become polarized, with persons in the fringe media and political pundits on both the left and right routinely disrespecting those who disagree with them. Indeed, it has become increasingly difficult to detect where factually based news ends and politically inspired narratives begin"--