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Boosters or Watchdogs? American Sports Journalists’ Perception of their Professional Roles
No full textIn the mid-nineteenth century, media generated sales based on their sports coverage, and sport grew in popularity, due to the media attention it received. This historically symbiotic relationship distinguishes sports journalism routines and practices from its news count erpart. Though David Weaver and his colleagues have conducted a national study of journalists’ perceptions of their roles and responsibilities since the 1980s, these studies did not isolate sports journalists. It is not clear how sports journalists perceive their roles, let alone if they align differently in Weaver and his colleagues’ measures of journalist role perception. The following study addresses this gap by using Weaver, Beam, Brownlee, Voakes, and Wilhoit’s 2007 measure of journalists’ role perception to survey 116 American sports journalists working for daily, weekly, and biweekly newspapers throughout the United States and to determine how their perception of their journalism roles differs from their “news” colleagues. This study also examines the relationship between newspaper circulation size and perceived journalism roles, as well as determines if characteristics, such as sex, race, circulation size, and years at current news organization, can predict sports journalists’ perception of their professional roles
Dictatorship and Sports in Colombia: Rojas Pinilla’s Military Regime and the Vuelta a Colombia, 1953-1957
No full textBetween 1954 and 1957, Gustavo Rojas Pinilla established the only military dictator- ship to occur in twentieth-century Colombia. Although historians have analyzed the regime from a variety of viewpoints, surprisingly none of them have considered the impact of Rojas’s policy toward sport, a remarkable omission since Latin American dictators who came to power after World War II tended to promote sports as a means to legitimize their rule. After brief reviews of literature concerning twentieth-century dictators and sports, and the fragmented nature of the Co- lombian state in the 1950s, this essay examines Rojas’s career before 1953, and shows how, after achieving power, he used the annual bicycle race known as the Vuelta a Colombia and partici- pation in the 1956 Melbourne Olympic Games to enhance his regime’s acceptance. By contrast, his attempt to crush opposition during the 1956 bullfighting season exposed smoldering popular discontent to his continued heavy-handed rule and contributed to his ousting on May 10, 1957
From Theory to Praxis Applying Invitational Education Beyond Schools
No full textThis essay critically reviews the application of Invitational Education (IE)1 beyond classrooms andschools by examining the activities of an educational volunteer program (The Atherton GardensHomework Support Program). The authors advocate that in order to have a meaningful effect, IE needs tobe implemented along with principles of other pedagogical approaches such as cognitive, social, andbehavioural, and to take into serious consideration the social and political context in which it is applied
The Invitational Helix: A Systemic Guide for Individual and Organizational Development
No full textBeginning in the 1970s and gradually emerging as a defensible theory of practice, invitational theory is now on the threshold of making a significant contribution to individual and organizational development. What is needed now is a guide that assists individuals and organizations to move towards the highest levels of invitational functioning
The Instruction and Assessment of Multicultural Dispositions in Teacher and Counselor Education
No full textThe purpose of this study was to examine teacher dispositions within an undergraduate and graduate education course aimed at helping students gain a better appreciation for lifelong multicultural education. Education majors (N=202) from a Midwestern metropolitan university were asked to rate the viability of 13 dispositions as a training and instructional tool. Curriculum based on the underlying principles of the dispositions served as the treatment plan. Significant pretest (M=7.92, SD=0.77) to post-test (M=8.45, SD=0.56) change in mean scores was shown for the combined data set (t(204)=-10.32, p<.0005) with a large effect size (d=.80). Dispositional growth was evident despite a limited impact of selected demographic variables. Results of this institutional review board approved study demonstrate that multicultural dispositions applied within an intentionally inviting learning environment can be used to assess changes in student perceptions over the span of a semester or across a program of professional preparation. This will help college students better assess whether or not teaching and counseling career paths are correct ones for them to pursue
Easing Transitions of Military Dependents into Hawaii Public Schools: An Invitational Education Link
No full textOver 15,000 military dependent students attend Hawaii public schools, about 8% of the total studentpopulation. The transition to Hawaii schools has been identified by many military familiesas a challenge and one more difficult than other transitions their families have made. A generallyacknowledged negative perception of Hawaii public schools among the military communityworldwide does nothing to ease this transition, especially when schooling ranks near the top ofmilitary families’ quality-of-life issues. Other factors that have made the transition difficult includecultural differences and some local school policies. This study draws on the following: federallyfunded research and programs to ease school transitions for military dependent students,five years of customer satisfaction surveys done with military families in Hawaii, and descriptionsof the numerous programs and activities underway in the state. These programs and activitiesare sponsored jointly by the military and the Department of Education to welcome militarydependent students into the public schools and provide them with a quality education. From abroad overview of the situation for military dependent students worldwide, this study hones in onefforts in Hawaii and the connections to the research literature including Invitational Education(IE). The study includes a description of the prevalence of IE at the University of Hawaii and itscongruence with Hawaiian values as well as with the research on school connectedness that underliesmuch of the national-level effort at easing military student transitions
Lifeskills for Prospective Teachers
No full textThe author presents an international perspective on life skillseducation arguing the development of a healthy self-conceptand skills in self-reflection are necessary for living in a worldof rapid change.
In an era of accelerating change we need to be more aware ofthe impact of change on our environment, personal life, and therelationships among individuals, organizations and families (Leider,1994). Life skills offer self-empowerment in relating to selfand others while providing coping strategies for understanding thepast, managing the present, and creating the future. It is essentialfor a person to acquire life skills and take charge of one\u27s own life(Nelson-Jones, 1995; Hopson and Scally, 1981; Leider, 1994;Corey, 1995; and Eagan, 1998). This paper defines what life skillsare, why life skill education is important, and how invitational theorycan provide a strong foundation for life skill curricula. A specialemphasis is placed on teachers in Hong Kong that represents arapid changing society mingled with the cultures of the East andthe West. The paper also describes how the life skills programmeis implemented in the Hong Kong Institute of Education (the largestteacher education institute in Hong Kong) so that prospectiveteachers can equip themselves with the basic psychosocial competenceskills. It is anticipated that this Life Skills Model could beshared among counterparts who believe in positive human values,inviting and affective education, and the holistic development ofan individual in the new millennium
Invitational Practices in Middle School Athletics
No full textInvitational practices and strategies have found their way into the realm of physical education (Turner & Purkey, 1983; Chandler & Purkey, 1986; Chandler, 1988). The presence of invitational practices in the physical arena can now be measured (Chandler, 1988). The next logical step is to invoke invitational practices and strategies into an area where even further impact can take place, middle school athletics. The coach, in a leadership position, has the potential to extend inviting concepts to student participants, in many ways into the community and potentially into society
Enhancement of the School Climate by Reducing Teacher Burnou: Using an Invitatioanl Approach
No full textTeacher burnout involves the feelings of failure andexhaustion resulting from excessive demands on a person\u27senergy with insufficient reward for the effort. Teacher burnouthas serious consequences for the individual, the school andstudents. For the individual, this can involve physical,psychological and/or behavioural symptoms, loss of motivation,decreased self-esteem and ultimately loss to the teachingprofession. This article outlines the objectives and the rationaleof a pilot intervention program which was implemented in aschool in the Sydney urban area (N.S.W., Australia) to respond toteacher burnout. The purpose of this intervention program was toaddress the causes of burnout and implement strategies to assistin the reduction and ultimate prevention of burnout usinginvitational theory as a foundation to create a better schoolclimate
Discours hégémonique et relent colonial : les tribunes de La Baule (1990) et de Dakar (2007) ou la Françafrique discursivée
No full textThis article postulates that the hegemonic, neocolonial discourse held in France on African post-colonies remains atemporal. It also questions philanthropic projects.Les comportements discursifs des acteurs phares de la politique française en Afrique, de l’accession à l’indépendance jusqu’à nos jours, donnent à penser que le continent noir n’a jamais été véritablement décolonisé. En effet, les grand-messes franco-africaines de La Baule (1990) et de Dakar (2007), dans leur armature et contenu, révèlent qu’au-delà des heurs et conjectures, des célébrations et espoirs de la décennie 1960, l’Afrique subsaharienne demeure l’espace exotique où curiosité, attraits et convoitise sont les maîtres mots. On se demande si la colonisation ne quitte pas les frontières d’une thématisation excessive pour devenir une praxis langagière. Quels sont les procédés discursifs de verbalisation de l’hégémonie française en Afrique dans ces discours postcoloniaux ? La présente étude questionne l’impact du langage dans la géostratégie mondiale et la verticalité qu’il établit entre les actants du rapport France-Afrique dans le but de montrer la présence de la colonie dans la postcolonie. L’étude s’appuie sur les principes heuristiques de l’analyse du discours pour rendre compte des phénomènes énonciatifs qui participent de la construction du rapport de pouvoir dans ces productions discursives. Le décryptage de cette relation dissymétrique est respectueux d’un axe quadripartite. La figuration de l’environnement africain fait de ce microcosme un espace convoité. Cette plantation du décor permet aux actants du pouvoir d’affirmer leur suprématie à travers leurs images gratifiantes frisant leur fibre philanthropique, mais une philanthropie questionnable au regard de la critique protéiforme observée. La réflexion postule l’atemporalité du discours hégémonique sur fond néocolonial par les liens de la Françafrique