Action research in physical education: focusing beyond myself through cooperative learning

This paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child‐centred approach to my teaching. There have been repeated calls to expunge – or at least rationalise – the use of traditional, teacher‐led practice in physical education. Yet despite the advocacy of many leading academics there is little evidence that such a change of approach is occurring. In my role as teacher‐as‐researcher I sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. Data collection included a reflective journal, post‐teaching reflective analysis, pupil questionnaires, student interviews, document analysis, and non‐participant observations. The research team analysed the data using inductive analysis and constant comparison. Six themes emerged from the data: teaching and learning, reflections on cooperation, performance, time, teacher change, and social interaction. The paper argues that cooperative learning allowed me to place social and academic learning goals on an even footing, which in turn placed a focus on pupils’ understanding and improvement of skills in athletics alongside their interpersonal development

Popularity markers on YouTube’s attention economy: the case of Bubzbeauty

This article focuses on issues of attention and popularity development in YouTube’s beauty community. I conceptualise the role of views and subscriptions as popularity markers, based on a broader ethnographic examination of 22 months of immersed fieldwork on the platform. I consider the case of Bubz, a British-Chinese beauty guru, through a purposeful sample of 80 videos. A content typology is introduced, presenting four distinctive video categories: content-oriented, market-oriented, motivational, and relational. Drawing from the concepts of ‘attention economy’ and ‘metrics of popularity’, I explore content characteristics and affordances for the creation and maintenance of viewers’ attention. I argue that the guru’s uploads lead to two types of audiences–casual viewers and loyal subscribers. Vlogs renew attention and help maintain the interest first generated by tutorials, leading to treasured subscribers–an essential commodity within YouTube’s highly competitive environment

State of the field: What can political ethnography tell us about anti-politics and democratic disaffection?

This article adopts and reinvents the ethnographic approach to uncover what governing elites do, and how they respond to public disaffection. Although there is significant work on the citizens’ attitudes to the governing elite (the demand side) there is little work on how elites interpret and respond to public disaffection (the supply side). We argue that ethnography is the best available research method for collecting data on the supply side. In doing so, we tackle long-standing stereotypes in political science about the ethnographic method and what it is good for. We highlight how the innovative and varied practices of contemporary ethnography are ideally suited to shedding light into the ‘black box’ of elite politics. We demonstrate the potential pay-off with reference to important examples of elite ethnography from the margins of political science scholarship. The implications from these rich studies, we argue, suggest a reorientation of how we understand the drivers of public disaffection and the role that political elites play in exacerbating cynicism and disappointment. We conclude by pointing to the benefits to the discipline in embracing elite ethnography both to diversify the methodological toolkit in explaining the complex dynamics of disaffection,and to better enable engagement in renewed public debate about the political establishment

The only honest thing: autoethnography, reflexivity and small crises in fieldwork

There has been a rising acceptance of autoethnography in the past 15 years. Instead of studying social phenomena, in an appropriately reflexive way, some scholars have taken to researching themselves. Drawing on concrete examples from an ongoing ethnographic project, the paper contrasts the beneficial, even essential, practices of autobiographical and reflexive thinking about fieldwork with the narcissistic substitution of autoethnography for research