Culture, Bodies and the Sociology of Health


Book Description

Culture, Bodies and the Sociology of Health explores the boundaries between bodies and society with special reference to uncovering the cultural components of health and the ways in which bodies are categorized according to a form of culturally embedded 'health orthodoxy'. Illustrating the importance of contextualizing the body as a cultural entity, this book demonstrates that the spaces and boundaries between healthy bodies are becoming more diverse than ever before. The volumes international team of scholars engage with a range of issues surrounding the cultural construction of the body as a site of health and illness. As such, it will be of interest not only to sociologists, especially sociologists of health, but also to scholars of media and communication studies as well as cultural theorists.




Football and Colonialism


Book Description

In articles for the newspaper O Brado Africano in the mid-1950s, poet and journalist José Craveirinha described the ways in which the Mozambican football players in the suburbs of Lourenço Marques (now Maputo) adapted the European sport to their own expressive ends. Through gesture, footwork, and patois, they used what Craveirinha termed “malice”—or cunning—to negotiate their places in the colonial state. “These manifestations demand a vast study,” Craveirinha wrote, “which would lead to a greater knowledge of the black man, of his problems, of his clashes with European civilization, in short, to a thorough treatise of useful and instructive ethnography.” In Football and Colonialism, Nuno Domingos accomplishes that study. Ambitious and meticulously researched, the work draws upon an array of primary sources, including newspapers, national archives, poetry and songs, and interviews with former footballers. Domingos shows how local performances and popular culture practices became sites of an embodied history of Mozambique. The work will break new ground for scholars of African history and politics, urban studies, popular culture, and gendered forms of domination and resistance.







The Palgrave Handbook of Embodiment and Learning


Book Description

This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ‘tact’ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher’s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners. It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.







Acting Bodies and Social Networks


Book Description

This book analyzes the complex interactions of body, mind and microelectronic technologies. Internationally renowned scholars look into the nature of the mind - a combination of thought, perception, emotion, will and imagination - as well as the ever-increasing impact and complexity of microelectronic technologies.




Football and Social Sciences in Brazil


Book Description

This book presents a kaleidoscopic view of the multidisciplinary field of research developed within Brazilian social sciences to study football as a major cultural and social phenomenon in the country. As a contributed volume, it brings together chapters authored by researchers from different disciplines, such as sociology, anthropology, political science, history, geography, economy, communication studies and physical education, who contributed to make Brazilian football a multifaceted object of study for the human and social sciences. The book is divided in four parts. The first two parts are dedicated to the "classic" areas, in which the best known research lines are concentrated: part one focuses on politics and history, while part two is dedicated to sociology and anthropology. The third part brings together studies from other four different areas: communication studies, geography, economy and physical education. The fourth part is organized not by disciplines, but around transversal themes, such as gender, violence, fans and racism. The varied approaches and different interpretations brought together in this book seek to provide an overview of the fertile academic debate that has stimulated the renewal of scientific research on football in Brazil, which makes Football and Social Sciences in Brazil a useful resource for researchers from different disciplines within the human and social sciences interested in the study of football as major cultural and social phenomenon all over the world.




COLETåNEA GEPOS


Book Description

A existência da mulher indígena na mitologia é um caso labirintado que nem sempre nos deixa tirar conclusão lógica. Esta peremptória afirmativa nos permite inferir que, em se tratando da mulher sateré-mawé, só é possível conhecermos o seu valor dentro da etnia se localizarmos a inscrita capaz de nos levar até o rastro onde se firma o ethos feminino. Tecer fina tessitura sobre o ethos da mulher sateré-mawé supõe recompor o conjunto de valores arquetípicos que vicejam no dorso do contemporâneo e que pulsam nas veias da tradição, como um escuro potencialmente capaz de ver a luz.




A Political Sociology of Educational Knowledge


Book Description

Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. The transnational perspectives interrelate historical and ethnographic studies of the modern school to explore how curriculum is translated through social and cognitive psychologies that make up the subjects of schooling, and how educational sciences "act" to order and divide what is deemed possible to think and do. The central argument is that taken-for-granted notions of educational change and research paradoxically produce differences that simultaneously include and exclude.