(Mis)-understanding Nation and Identity: Re-imagining Sport in the Future of African Development

Athletics, its obsession and allure for economic empowerment (marathons, World Championships, Golden League track events) through skill and will, unlike any other sport in Kenya, has generated contestations in the emergence of national identity. Thus the crisis in the body Athletics Kenya (AK), the Ministry for Gender, Sports and Culture and among individual athletes in Kenya today is symbolic of the crisis of individuality, nationhood and identity in African development. Since the ‘defection’ of Wilson Kipketer in 1998, Kenyan athletes have negotiated and have ‘run’ for citizenship in the Middle East, Europe and the United States. At stake is whether athletes, athletics, sports policy and the governing bodies are witnessing an evolution or devolution in autonomy especially when citizenship changes necessitate identity changes as is the case of the Qatar/Bahrain ‘defecting’ athletes. The paper presents the case for this issue, while situating the practise of athletes ‘defecting’ within the global flows of movement and questions of identity

Moral and Global Citizenship Education in Japan, England, and France

In Japan, England, and France, there are national curriculum standards. In these three countries morale and global citizenship (for example, responsibilities as global citizens) are taught in schools according to curriculum standards. Moral education includes individual virtue and morality. Global citizenship education is concerned with morality and responsibilities as people in the world. I think personal moral education is relative to global citizenship education. I want to analyze standards and school textbooks concerning moral and global citizenship education. In Japan, Moral (Dohtoku), Social Studies(shakai-ka), Integrated Studies (Sogotekinagakushu) are in the course of studies of Minister of Education, Culture Sports and Technology. In England, PSHE (personal, social and health education) and Citizenship (often they are combined as PSE) are in the National Curriculum of Qualifications and Curriculum Authority1. In France, civic education (éducation civique) is in the programme of Minister of National Education. I will present about the education of these three countries by analyzing curriculum standards and school textbooks. Textbooks are influenced by curriculum standards. Finally, I will compare them and discuss about the similarities and differences among them

'Who do "they" cheer for?' Cricket, diaspora, hybridity and divided loyalties amongst British Asians

This article explores the relationship between British Asians' sense of nationhood, citizenship, ethnicity and some of their manifestations in relation to sports fandom: specifically in terms of how cricket is used as a means of articulating diasporic British Asian identities. Norman Tebbit's 'cricket test' is at the forefront of this article to tease out the complexities of being British Asian in terms of supporting the English national cricket team. The first part of the article locates Tebbit's 'cricket test' within the wider discourse of multiculturalism. The analysis then moves to focus on the discourse of sports fandom and the concept of 'home team advantage' arguing that sports venues represent significant sites for nationalist and cultural expression due to their connection with national history. The article highlights how supporting 'Anyone but England', thereby rejecting ethnically exclusive notions of 'Englishness' and 'Britishness', continues to be a definer of British Asians' cultural identities. The final section situates these trends within the discourse of hybridity and argues that sporting allegiances are often separate from considerations of national identity and citizenship. Rather than placing British Asians in an either/or situation, viewing British 'Asianness' in hybrid terms enables them to celebrate their traditions and histories, whilst also being proud of their British citizenship. © The Author(s) 2011

Women's tennis diplomacy : Australia-China cultural relations and Li Na as a sports celebrity diplomat of the Australian Open

Mega sports events offer chances for hosting nations to build up their soft power by branding their countries as vibrant, confident and unique places, opening doors for strong cultural exchanges. This paper addresses key questions of cultural diplomacy in international sporting events contexts and furthers the analysis of the growing relevance of ‘women’s tennis diplomacy’. By examining Tennis Australia’s diplomatic strategy to raise its profile in neighbouring countries with the Australian Open Asia-Pacific campaign, this study adopts the alternative perspective of non-state-based sports diplomacy. It particularly examines the diplomatic role of Li Na, the Chinese female tennis player who has become a global sports celebrity after being the first Asian player to win a Grand Slam women’s singles title in 2011. It asks whether Li Na can be named as a sports celebrity diplomat of the Australian Open. By using a content analysis of significant Australian and Chinese newspapers between 2006 and 2019, this study examines Li Na’s global celebrityhood’s impact in the Australia–China binational connections. This analysis discusses the reasons for her success in this unofficial but relevant role for the cultural relations between Australia and China. The findings suggest that Li Na’s gender image as an independent woman, her neoliberal citizenship and her remarkable engagement with Australian and Chinese tennis fans facilitate her unofficial ambassadorship on behalf of the Australian Open. As a remarkable example of women’s tennis diplomacy, Li Na’s cultural influence shapes the understanding between Australian and Chinese publics beyond their governments

DePaul Digest

College of Education Professor Jason Goulah fosters hope, happiness and global citizenship through DePaul’s Institute for Daisaku Ikeda Studies in Education. Associate Journalism Professor Jill Hopke shares how to talk about climate change. News briefs from DePaul’s 10 colleges and schools: Occupational Therapy Standardized Patient Program, Financial Planning Certificate program, Business Education in Technology and Analytics Hub, Racial Justice Initiative, Teacher Quality Partnership grant, Intimate Partner Violence and Brain Injury collaboration, School of Music Career Closet, Sports Photojournalism course, DePaul Migration Collaborative’s Solutions Lab, Inclusive Screenwriting courses. New appointments: School of Music Dean John Milbauer, College of Education Dean Jennifer Mueller, Associate Provost for Diversity, Equity and Inclusion Valerie Johnson

South African Coaching Framework: Scoping report

Recognising the central role of sports coaching in the delivery of an active and winning nation, SRSA and SASCOC have agreed to the establishment of a Coaches Commission. This Commission, operating within SASCOC, has been charged with the responsibility ‘to investigate a coaching system for South African Sport’ and to include the evaluation of other systems across the world. As part of this work, the Commission has the support of the Technical and Administrative staff of SASCOC. The Commission has also examined issues relating to coach education through a Task Team involving representatives from the University of Johannesburg and Stellenbosch University. Delegates from SASCOC; SRSA and the Coaches Commission attended the global conference of the International Council for Coach Education (ICCE) in Vancouver in November 2009. The event outlined recent developments in the European Framework for the Recognition of Coaching Competence and Qualifications and the proposed development of a global framework as part of the draft strategy of ICCE. At the Vancouver conference, discussions occurred with the Professor Patrick Duffy on the issues associated with the development of a South African Coaching Framework. These discussions continued following the conference and a scoping visit was initiated with the support of UK Sport as part of its London 2012 International Inspiration Programme

In-active citizenship and the depoliticisation of community development in Ireland

At a time of rising stress for communities, families and individuals coupled with a growing disillusionment with government, the concept of ‘active citizenship’ has arrived as a salve to many of the social ills of our time. Emphasising citizen’s own responsibilities, and espousing values of solidarity, community and neighbourliness, active citizenship embodies all that is good, rendering it somewhat immune from criticism. While agreeing that community values of solidarity and neighbourliness are indeed critical, this paper takes issue with what it argues is a significant revisioning of the three core concepts embodied within active citizenship - citizenship, social capital and community development - and argues that active citizenship, as it is currently promoted by state and select civil society organisations alike, substitutes self-help for redistribution and self-reliance for state accountability, in the process depoliticising the principles and practice of community development and denying community actors a voice in their own development