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Deborah Lupton 《Sport, Education and Society》2015,20(1):122-132
Michael Gard raises some important issues in his opinion piece on digitised health and physical education (HPE) in the school setting. His piece represents the beginning of a more critical approach to the instrumental and solutionist perspectives that are currently offered on digitised HPE. Few commentators in education, health promotion or sports studies have begun to realise the extent to which digital data surveillance and analytics are now encroaching into many social institutions and settings and the ways in which actors and agencies in the digital knowledge economy are appropriating these data. Identifying what is happening and the implications for the concepts of selfhood, body and social relations, not to mention the more specific issues of privacy and the commercialisation and exploitation of personal data, requires much greater attention than these issues have previously received in the critical social research literature. While Gard has begun to do this in his article, there is much more to discuss. In this response, I present some discussion that seeks to provide a complementary commentary on the broader context in which digitised HPE is developing and manifesting. Whether or not one takes a position that is techno-utopian, dystopian or somewhere in between, I would argue that to fully understand the social, cultural and political resonances of digitised HPE, such contextualising is vital. 相似文献
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To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth. 相似文献
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Andres S. Bustamante Eric Dearing Henrik Daae Zachrisson Deborah Lowe Vandell 《Child development》2022,93(2):502-523
Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds. 相似文献
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Higher Education - Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher... 相似文献