{"title":"滑板公园作为关怀社区:滑板在封锁期间女孩和非二元青年心理健康恢复中的作用","authors":"Sheryl Clark, Esther Sayers","doi":"10.1080/14681366.2023.2258382","DOIUrl":null,"url":null,"abstract":"This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gendered relations, young people’s embodied capacities and leisure adaptations in response to ongoing changes such as the pandemic. Based on qualitative interviews with 18 young people at a London skatepark, we found that the physical culture enacted there facilitated recovery from mental unwellness developed during or preceding the Covid crisis. This recovery was generated within new patterns of embodied movement, through relationships engendered in the space, and within the collective community ethic that was fostered at the skatepark. The temporal pause from usual routines during the pandemic created a space for collective critical reflection, healing and renewal within what we describe as a feminist ethic of care. We argue that this ethic contrasted in particular with the growing expectations of schooling and ‘intensified girlhoods’ that have come to characterise gendered everyday lives and therefore represents an alternative pedagogy of hope and recovery for these young people.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"27 1","pages":"0"},"PeriodicalIF":1.9000,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown\",\"authors\":\"Sheryl Clark, Esther Sayers\",\"doi\":\"10.1080/14681366.2023.2258382\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gendered relations, young people’s embodied capacities and leisure adaptations in response to ongoing changes such as the pandemic. Based on qualitative interviews with 18 young people at a London skatepark, we found that the physical culture enacted there facilitated recovery from mental unwellness developed during or preceding the Covid crisis. This recovery was generated within new patterns of embodied movement, through relationships engendered in the space, and within the collective community ethic that was fostered at the skatepark. The temporal pause from usual routines during the pandemic created a space for collective critical reflection, healing and renewal within what we describe as a feminist ethic of care. We argue that this ethic contrasted in particular with the growing expectations of schooling and ‘intensified girlhoods’ that have come to characterise gendered everyday lives and therefore represents an alternative pedagogy of hope and recovery for these young people.\",\"PeriodicalId\":46617,\"journal\":{\"name\":\"Pedagogy Culture and Society\",\"volume\":\"27 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogy Culture and Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14681366.2023.2258382\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogy Culture and Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14681366.2023.2258382","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown
This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gendered relations, young people’s embodied capacities and leisure adaptations in response to ongoing changes such as the pandemic. Based on qualitative interviews with 18 young people at a London skatepark, we found that the physical culture enacted there facilitated recovery from mental unwellness developed during or preceding the Covid crisis. This recovery was generated within new patterns of embodied movement, through relationships engendered in the space, and within the collective community ethic that was fostered at the skatepark. The temporal pause from usual routines during the pandemic created a space for collective critical reflection, healing and renewal within what we describe as a feminist ethic of care. We argue that this ethic contrasted in particular with the growing expectations of schooling and ‘intensified girlhoods’ that have come to characterise gendered everyday lives and therefore represents an alternative pedagogy of hope and recovery for these young people.
期刊介绍:
Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.