On the transgressive possibilities of physical pedagogic practices

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Within this article, we critically reflect on the production and reproduction of knowledge(s) within the academic study of sport—a field dominated (to its detriment) by self-destructive versions of reductionist science that (subconsciously) act as insidious components of the social and economic condition that privileges “state” science and fail to do justice to the potentialities of “the physical” in overcoming social, political, and health inequalities. To counter such regressive orthodoxies, we focus on a corporeal/technoslow approach to the curriculum/pedagogy in an effort to initiate dialogue about a more progressive and democratic social science of sport, leisure, and physical cultures—a transgressive pedagogy that can encourage transformation and the political potentialities of “the physical.”
Original languageEnglish
Pages (from-to)798 - 811
Number of pages14
JournalQualitative Inquiry
Issue number9
Early online date16 Mar 2015
Publication statusPublished - Nov 2015


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