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Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018. What happened to critical pedagogy in physical education? An analysis of key critical work in the field. "European Physical Education Review," 1-18; O'Sullivan, 2018. PETE academics as public intellectuals and activists in a global teacher education context. "Physical Education and Sport Pedagogy," 23(5), 536-543; Walton-Fisette & Sutherland, 2018. Moving forward with social justice education in physical education teacher education. "Physical Education and Sport Pedagogy," 23(5), 461-468). Although we have a body of research on social justice and critical pedagogy in HPETE, there is much to learn about the challenges activist teacher educators face in the process of being and becoming activists, especially in neoliberal contexts. This collaborative self-study explores the challenges of being and becoming an activist teacher educator in a neoliberal Australian context and how those challenges were negotiated. Participants included the lead researcher and a critical friend. Data collected included: (a) lead researcher observations collected as field notes; (b) lead researcher reflective diaries after each teaching episode; (c) meetings between the lead researcher and the critical friend; (d) material produced in the lead researcher's classes. Data analysis involved induction and constant comparison. The lead author faced internal and external challenges. First, the lead author had to negotiate her struggles to share power with students. The teacher educator started to be seen as a 'very cool person', teaching 'an easy unit'. Second, the teacher educator struggled to understand the complexities of teaching in a neoliberal context. The teacher educator [with the help of the critical friend] negotiated those challenges by understanding the importance to set expectations for learning within an activist approach and understanding the power of activist approaches to challenge a neoliberal system. Future studies should continue to explore the challenges activist teacher educators face in a context where students are socialized in neoliberal context, and educator's performance is measured in the same system.

A great deal of research focusing on organizational diversity has explored dynamics that exclude women and minorities from positions of leadership in sport organizations. The relatively little change in diversity in these positions suggests a need to employ ways of engaging in diversity research that do not center on identity categories and primarily focus on practices. Drawing on notions of subtexts and on queer theory, this critical narrative review aims to make visible and to question organizational practices and processes that may contribute to the diversity "problem" within sport organizations. A subtextual analysis of 32 articles published in leading sport management journals reveals how dynamics of organizational culture, such as an uncritical use of the concept of diversity, the invisibility of practices sustaining gender binaries and heteronormativity, and the intersection of heteronormativity and White normativity, contribute to sustaining the status quo in sport organizations. The authors build on these findings to challenge scholars to further explore and address these practices and processes in sport organizations and in their own research by employing queered intersectional approaches. [ABSTRACT FROM AUTHOR]

In 2014 I attended a symposium concerning Early Career Academics (ECAs) in the field of physical education and sport pedagogy. I was struck by the dominance of a particular theme at that symposium--that is, how to obtain a position and survive in academia. The aim of this paper is to use an inciting moment that occurred at this symposium as a means to confront some of the broader issues that I thought were at stake. Specifically I seek to interrogate the possible consequences of thinking about ECAs and academia in neoliberal terms, for the future of the field--a field that has a strong critical tradition. To this end I utilise autoethnographic techniques to connect the personal to the cultural and attempt to describe and analyse my story of becoming and being a critical scholar of sport, in a neoliberal context.

During the first few months of the pandemic, professional sport around the globe stopped, as competitions and leagues were cancelled, postponed, or went into hiatus while sport administrators scrambled to work out ways to reboot their product in a COVID-19 world. Sport media outlets were faced with the task of reporting on sport and filling the void for fans in the absence of any live content. This article is concerned with the content, both in quantity and quality that fans of women's sport could consume in those first months. In the context of the current "boom" in women's professional sports, we draw on the analysis of two online sport media sites to consider the narratives of female athletes that fans had access to. The findings suggest that during the beginning of the pandemic sport stories about women were largely erased and replaced by those appealing to a very different fan market. [ABSTRACT FROM AUTHOR]

Glazed ceramic cladding is a material with a very long history of use in the built environment, whether as roof tiles, wall tiles, or more recently, as part of a rainscreen cladding system. A key factor in the resurgence of interest in ceramic as a cladding material—in addition to its inherent qualities of sustainability, malleability, durability, and fire resistance—is as a means of incorporating color into the facade. Although polychromatic facades are commonly achieved using tessellation of a range of single‐colored elements, this article will focus on complex layered and variegated color and texture within a single component. Historical glazes, such as the blue‐red of Chinese Jun ware pottery from the 12th century CE were produced through carefully controlled reduction kiln processes, yet retained an element of uncertainty in the resultant patterns and remain an inspiration for contemporary ceramic artists. Drawing on historical research, literature review and interviews with ceramic artists and industrial manufacturers, six case studies from the United Kingdom and China are discussed that show collaborative processes at different scales of operation. These combine unique artisan and artistic glazes, with standardized, rigorously tested, and internationally manufactured products. These "fusion glazes" refer to historic hand‐made practices to bring an element of unpredictability, and a layer of complexity in terms of color, texture and luster. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that economic crises tend to exacerbate existing gender inequalities, particularly in the realms of paid work and political representation. Translating this to the case of sport, how and why might the impacts of the Coronavirus pandemic be felt unevenly by professional female athletes and women leaders? In this essay, the authors reflect on the classic feminist critique of the gendered construction of dependence and consider how its application in the context of sport might aid scholars in making sense of (a) the persistence of gendered precarity and inequality in sport, (b) the prospect of their exacerbation under conditions of a pandemic, and (c) how the current crisis might enable sport to move toward a model of interdependence in which its vastly unequal structures are changed for the better. [ABSTRACT FROM AUTHOR]

Colombian girls are not encouraged from playing sport due to gendered roles that idealize girls as "delicate" and reserve sport as an activity for boys. Since the early and mid-2000s girls living in two marginalized communities in Colombia have had the unique opportunity to participate in a sport for development and peace organization. Drawing on six months of ethnographic research, this paper explores how these young women are negotiating gender through their complex and limited participation in the organization. We argue these young women display an ambivalent position towards femininity and practice implicit feminism, which challenges gender norms. However, despite their feelings of agency and a creation of a "new" normal within their social bubble, evidence reveals traditional social structures continue to maintain the gender status quo. [ABSTRACT FROM AUTHOR]

CrossFit is a relatively new fitness movement/sport, where women and men train together in the same space, performing the same athletic movements and gender equality is celebrated in CrossFit marketing, promoting equal opportunities for men and women. This paper explores how the much emphasized gender-equality narrative in CrossFit unfolds in gender performativity in a Dutch CrossFit gym. To this end, we draw from an ethnographic case study through which we examine the gendered narratives and bodily gestures of CrossFitters. Using Butler's heterosexual matrix, we found that gender ideologies emerge in explicit and implicit narratives, materials and organizational structure, and embodied performances in the CrossFit gym. CrossFitters, on the one hand, explicitly challenge gender norms and create a space where women can undertake behaviour that is traditionally considered masculine. However, traditional gender norms, including heterosexual desire, are nonetheless implicitly reproduced through performances, narratives and organizational structures present in CrossFit. [ABSTRACT FROM AUTHOR]

Wild swimming is currently experiencing a surge in popularity as people avowedly attempt to reconnect with the natural world. Previous research has positioned wild swimming as a solitary pursuit whereby individuals retreat from society to connect with or overcome nature and better themselves. This article draws on an ethnographic examination of a wild swimming group in Australia and reveals that while being in nature and personal fulfillment are key motivations for these wild swimmers, it is the social interactions that facilitate a deep engagement with their local "bluespace." We argue that rather than swimming away from the world, by "wayfaring" together these swimmers become connected to their environment, and each other, simultaneously. Such findings indicate potential social, health, and environmental benefits of collective wild swimming. [ABSTRACT FROM AUTHOR]

Colour design in mental healthcare environments is acutely significant. Sensory acuity may be impaired through age, illness, or heightened stress and anxiety. While research has played a role in the development of guidance on the use of colour in such environments, this article suggests that this tends to be followed in a dogmatic, risk‐averse manner and predominately without professional design input, leading to monotonous and under‐stimulating environments. The article reports on two case study projects by the authors, involving user participation and student volunteers. These colour design installations provide examples of practice‐led applied research within occupied healthcare facilities. The article discusses the significance of site‐specific colour design in relation to place‐making and wayfinding with reference to previous research that considers the role of colour as part of the everyday experience of all users, in contrast to an approach focused solely on the behavior of patients. It concludes that colour design knowledge developed and applied through "real world" live projects, involving students as part of their architectural education can address some of the shortcomings of laboratory or staged colour research. [ABSTRACT FROM AUTHOR]

Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018. What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 1–18; O'Sullivan, 2018. PETE academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543; Walton-Fisette & Sutherland, 2018. Moving forward with social justice education in physical education teacher education. Physical Education and Sport Pedagogy, 23(5), 461–468). Although we have a body of research on social justice and critical pedagogy in HPETE, there is much to learn about the challenges activist teacher educators face in the process of being and becoming activists, especially in neoliberal contexts. This collaborative self-study explores the challenges of being and becoming an activist teacher educator in a neoliberal Australian context and how those challenges were negotiated. Participants included the lead researcher and a critical friend. Data collected included: (a) lead researcher observations collected as field notes; (b) lead researcher reflective diaries after each teaching episode; (c) meetings between the lead researcher and the critical friend; (d) material produced in the lead researcher's classes. Data analysis involved induction and constant comparison. The lead author faced internal and external challenges. First, the lead author had to negotiate her struggles to share power with students. The teacher educator started to be seen as a 'very cool person', teaching 'an easy unit'. Second, the teacher educator struggled to understand the complexities of teaching in a neoliberal context. The teacher educator [with the help of the critical friend] negotiated those challenges by understanding the importance to set expectations for learning within an activist approach and understanding the power of activist approaches to challenge a neoliberal system. Future studies should continue to explore the challenges activist teacher educators face in a context where students are socialized in neoliberal context, and educator's performance is measured in the same system. [ABSTRACT FROM AUTHOR]