Remembering learning to play:reworking gendered memories of sport, physical activity, and movement

In this article, we explore young women’s memories of their experiences with sport, physical activity, and play during their childhood. Through collective memory work – sharing, discussing, writing, and analysing sporting memories/histories – we examine (re)constructions of young women’s experiences of gendered relations of power, bodily awareness, and regulation within movement-based practices. The approach taken explores relationships between theory and method, a feature of post- qualitative inquiry. Forming a collaborative memory workshop with six young women (aged 19–22) and two researchers, we illustrate how work-ing memories facilitates the interrogation of taken-for-granted assump-tions about women’s active bodies. Represented through two memories in this paper, their production, representation, and analysis were a collaborative effort, not solely representative of two individual experi-ences. Despite growing up within a period wherein women’s access to and engagement with sport and physical activity is more available, com-mon, and diverse compared to the youth of past generations, young women’s experiences explored here illustrate the ways in which move-ment-based practices are located within the confluence of postfeminist sensibilities including, intensely scrutinised gendered body cultures, potent neoliberal configurations, and discourses of empowerment. It is these new sporting and active femininities and the gendering experiences of physical culture that are explored within this paper through memory work and collective biograph

Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

In requiring that teachers should ‘not undermine fundamental British values (FBV)’, a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers’ Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school, and, since the publication of the Counter Terrorism and Security Act of 2015 and the White Paper ‘Educational Excellence Everywhere’, are required to prevent pupils from being drawn towards radicalisation. School practices in relation to the promotion of British values are now subject to OfSTED inspection under the Common Inspection Framework of 2015. The research presented here considers the policy and purpose of appraisal in such new times, and engages with 48 school leaders from across the education sector to reveal issues in emerging appraisal practices. Zygmunt Bauman’s concept of Liquid Modernity is used to fully understand the issues and dilemmas that are emerging in new times and argue that fear and ‘impermanence’ are key characteristics of the way school leaders engage with FBV

Timelines and transitions:understanding transgender and non-binary people's participation in everyday sport and physical exercise through a temporal lens theories, methods and practices

"This book provides conceptual and practical insights into temporal aspects of qualitative inquiry. A significant portion of qualitative research, if not its raison d'être, is to better understand human experience and the human condition. However, the explicit and/ or collective challenges of time and temporal considerations in qualitative research, as yet remain relatively undocumented. Suitable for graduate students and researchers interested in qualitative inquiry, and in disciplines such as education, health research, sociology and communication studies"-

What Would a Rhythmanalysis Of a Qualitative Researcher’s Life Look Like?

Rhythmanalysis (Lefevbre, 2004) is a particular approach to qualitative research that asks us to consider the rhythms, the pauses, the discordant notes and the eurhythmic moments. As explained and utilised by Dawn Lyon (2016) it is an embodied approach to research, that incorporates a holistic, reflexive researcher, aware of their physicality and occupation of space, and positionality within their research. Like other embodied approaches to research (Leigh 2019), rhythmanalysis allows us to live, breathe and tune into the layered pattern of rhythms in our own bodies and the world around us, and in our own bodies in reaction and response to the world around us. As such, it requires a level of self-awareness, and conscious self-awareness of our embodied and reflexive processes (Leigh & Bailey 2013) similar to that sought in autoethnographic research (Bochner & Ellis 2016). However, a longitudinal rhythmanalysis would not be possible without a history of embodied practice

Volcanism and sedimentation in a rifting island-arc terrain: An example from Tonga, SW Pacific

Scientific drilling of narrow sub-basins within the Lau back-arc basin system of the SW Pacific has recovered uppermost Miocene to Recent volcaniclastic sediment and pelagic nannofossil oozes. Pliocene sediment gravity flow and turbidite sands from the western Lau Basin indicate a local source for the sediment, probably intrabasinal seamount volcanoes active during the initial stages of arc rifting. Derivation of abundant material from either the remnant volcanic arc (Lau Ridge) or the new Tofua arc is ruled out by the rugged topography of the basin and the proximal nature of the facies. Sediments from the Tonga platform, adjacent to the present day Tofua arc, indicate a peak in volcanic activity prior to and during the generation of the first back-arc basin crust at 5.25 Ma. A 2.0 Ma hiatus in arc volcanism on the trench side of the basin after rifting was brought to an end by the foundation of the Tofua arc at 3.0 Ma (Late Pliocene). On the basis of the sedimentary, geochemical and seismic data it is suggested that basin rifting involved an initial stage of extension of the original island arc, accompanied by volcanism in the form of major seamount volcanoes within the basin. These produced volcanic ash by submarine eruption, which was then reworked into adjacent sub-basins by slumping, gravity flow or turbidity current. Basin opening proceeded with a trenchward migration of extension and volcanism with time. This system was disrupted by the southward propagation of the Eastern Lau Spreading Centre into the southern Lau Basin at 1.5-1.0 Ma. This resulted in extension and volcanism being concentrated along the median valley of the spreading centre and a cessation in explosive volcanism of wide compositional range. Sedimentation in the Lau Basin since that time has been principally pelagic with minor ash layers mostly derived from the Tofua arc. © 1994 The Geological Society