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Stuck in a ruck:: an analysis of the 2020 World Rugby Transgender Guidelines
No full textCurrently, trans women athlete inclusion in sport is a prominent and contentious topic in women’s sport. In 2020, World Rugby created Transgender Women Guidelines, where they banned trans women who transitioned post-puberty from playing women’s rugby. It is necessary and important to analyze these guidelines because they were the first international sports federation to ban trans women, and other federations have followed suit. I argue via a feminist sport philosophical content analysis that the 2020 World Rugby Transgender Guidelines are problematic. I show that there was lack of scientific evidence to justify some of the policy and overall, the guidelines are exclusive
The improvisational devices of Adam Rogers
No full textAdam Rogers is one of the most prominent jazz guitarists to arise in the last three decades. This thesis offers a transcription and analysis of his improvisations on the Charlie Parker composition “Cheryl,” and the Jerome Kern compositions “In Love in Vain” and “Yesterdays” which demonstrate five improvisational devices that define Rogers’ approach as an improvisor: melodic development, chromaticism, micro-harmonization, displacement, and compound note groupings. This thesis gives insight into the aesthetics of contemporary jazz improvisation and aids in conceptualizing the work of Adam Rogers
Chapter 18: Learning on Display: Student-Curated Art History Exhibitions in the Academic Library
No full textThis chapter discusses a collaborative model we, an academic librarian and an art history professor, developed to embed the active learning of students with the visual in repurposed library spaces during a one-term art history course. Together, we coordinated the production of five exhibitions by undergraduate students at Eastern Washington University, a comprehensive regional university nestled in rural Washington State, between 2018 and 2020. Driven by a principle of inclusivity, we designed a model that is attuned to the limited resources of arts and humanities programs in public institutions and supports meaningful interactions with artworks without having access to an art collection or proper exhibition space. We stimulated student engagement by centering the exhibitions around topical themes, such as consent and structures of gender-based exclusion, and by giving them access to and agency over physical spaces traditionally controlled by librarians. Drawing on the librarian’s curatorial experience and on the faculty’s background in critical theory, our presentation will provide colleagues with the tools to replicate and adapt this model. First, we will present the theoretical foundations on which we built our collaborative approach. For the librarian, this project allowed her to embrace the rise of engagement as a prime concern in library studies and to shift her role from gatekeeper to facilitator. For the faculty, a project-based assignment aligned with the principles of critical pedagogy and calls to decolonize the discipline that have become central to her practice. The techniques implemented in the classroom to adequately prepare all students to produce creative displays about the visual focused on growing what Shari Tishman calls their “self-awareness as observers.” In the second part of our presentation, we will address the operational and instructional considerations required to make a library space welcoming to student contributions. From utilizing display equipment and supplies already on-hand, like book stands and plexiglass sign holders in standard sizes, to helping students find creative solutions to install their hand-made artifacts and improve the visual impact of their display, our practical remarks will emphasize the benefits of adopting a truly collaborative approach between the librarian, faculty, and students. In conclusion, we will offer thoughts on the epistemological impact of relinquishing some of our control, as educators, over the content and methods of our courses, and of the importance of welcoming student disruptions to our hegemony over academic discourses and institutional spaces
Reflective practice and its potential to enhance clinical legal education and support social justice work of law clinics in Nigeria: A case study
No full textThis study explored what role reflective practice has in Nigerian clinical law programmes, and aimed to understand how the concept is used in teaching and learning in law clinic practice and social justice work. The theoretical concept of reflective practice in clinical legal education is still an emerging concept in legal education, with suggestions for an integrative and expansive framework (Leering, 2014; Lowenberger, 2019; Madhloom, 2019; Seear et al., 2019; Spencer & Brooks, 2019). The theoretical framework of this study is positioned within experiential and transformative learning that recognised collective, relational, and contextual learning; and the concept that reflective practice should be an integrative process inclusive of cognitive and emotional processes. The methodological framework used a qualitative case study situated within a constructivist paradigm that incorporated contextual background of law clinics in Nigeria and the complexities law clinics face in dealing with their intervention in social justice issues. Data collection was through in-depth semi-structured interviews with open-ended questions. I interviewed six participants comprised of clinical law teachers selected through purposeful sampling, and data analysis was a comparative process moving from inductive to deductive processes by identifying meaningful and relevant themes (Merriam & Tisdell, 2016). Findings indicated that in clinical legal education in Nigeria, reflective practice was identified as an integral aspect without which teaching would revert to the traditional theoretical approach. I found five major themes through which participants integrated reflective practice, and they include, a) reflective practice was integrated in classroom learning processes through various feedback tools; b) reflections occurred during out-of-classroom experiential learning at different stages of law clinic practice cycle and community outreaches; c) reflection supported learning and helped to address issues brought forward as a result of emotions triggered during law clinic activities; d) participants connected their practice to theory and provided a framing of reflective practice which had not existed prior to this study; and e) reflective practice was fundamental in assessing the impact of clinical legal education on students and teachers – in the development of professional skills and social values, and communities – in addressing legal needs. Teaching clinically was seen as reflective teaching which holistically integrated critical reflection, reflection-in-action and reflection-on-action, and created space for the role of emotions and relational learning in legal practice. Law clinic practice evoked deep emotions for students when exposed to societal harms and the criminal justice system. The study however, indicated that reflective practice was implicitly an integral part of clinical legal education that needed to be made more explicit through increased documentation of processes, to promote transferability of knowledge and practice in legal education. The study provided a theoretical guide in framing and supporting a framework for an expansive concept of reflective practice for clinical legal education and for the legal profession
