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The use of alternative forms of representation has been a key issue within the social sciences for a long time, as a postmodern response to the limits of positivist science. However, its use in the field of Physical Activity and Sport Sciences is scarce, as in qualitative research. In this paper, we present an ethnography fiction story that attempts to recreate prison life, particularly that in the sports hall. It is based on data from a two‐year ethnographic study in a Spanish prison that emphasizes the meanings participants assigned to sport and physical activity. The purpose of this paper is twofold. First, to claim the use of ethnographic fiction as a form of representation in qualitative research. Second, to create a new story to give voice to participants and provoke reader's emotions by evoking participants' experiences. [ABSTRACT FROM AUTHOR]

In this paper, I examine whether and how some intuitions about the nature of our minds are preserved within the paradigm inspired by the hypothesis of the “extended mind”. These intuitions include the ideas of the mind as a locus of cognition, a space in which we exhibit a special (and maybe privileged) access and an unified and homogeneous realm of interrelated states. All these aspects are manifestations of one idea: the authority exhibited by the cognitive agent in the control of her cognitive activity. Along the paper, I present different ways of understanding the programs interested in situating cognitive activities (situated cognition, embodied cognition, embedded cognition, extended cognition, distributed cognition, collective cognition…). I will briefly revise some criticisms of the hypothesis of the extended mind. I will argue that what is at stake is the kind of cognitive authority that exhibits an agent once it is conceived as integrating and coordinating internal and external elements in her cognitive activities. This kind of hybridization is grounded not only in the different contributions of both elements but also in the fact that the cognitive evaluations involved are based on a certain criterion of homogeneity of the intentional and rational space. I will also discuss traditional examples of cognitive extensions through the coordination of internal and external representations, and the use of cognitive artefacts. Finally, I will present some doubts about whether these external elements must be considered as parts of the mind. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show the difficulties and methodological and conceptual challenges that contemporary migration pose to social sciences. In this sense, we present the case study of Zapotec migrants from Teotitlan del Valle, a community whose boundaries seem imprecise and deterritorialized. [ABSTRACT FROM AUTHOR]

The task of the social workers, particularly in institutions, is in the need of finding new ways of research. The problem is not so much in the everyday issues to manage social alterity (people insane or not adapted, people with behavioural problems, in the need of protection for situations of social risk or in the case of this paper, boarding schools and other institutions for children). On the contrary, the problem is to understand what happens "inside" these institutions, that seems to be to be irrational and alienating form the perspective of labour. These institutions have their own dynamics, and these cannot be only seen as situations of labour conflict (from outside) and difference of competencies (from inside). We propose a methodology towards labour desalination that understands the social practice of experts (in education, psychology or social attention) as politics and with creative resources (metaphoric translations) that help to disassemble the expertise practices of an absorbent reality. [ABSTRACT FROM AUTHOR]

The relevance of affectivity in the human sciences implies not only the emergence of a new analytic field about an important aspect of social activity, but a reflection on the modalities of knowledge in these disciplines. In fact, to propose the affective dimension as an analytic object has consequences on how to approach knowledge, because the very existence of an affective dimension obliges to rethink the cognitive dimension inherent in the act of knowledge. In this paper I propose some methodological elements for reflection derived from these ideas. [ABSTRACT FROM AUTHOR]