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

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sheryl Clark, Esther Sayers
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引用次数: 0

摘要

本文详细介绍了我们对2019冠状病毒病大流行期间女孩和非二元年轻人玩滑板的研究结果。我们的分析有助于更广泛地讨论性别关系、年轻人的具体能力和休闲适应,以应对诸如大流行病等正在发生的变化。根据对伦敦一家滑板场18名年轻人的定性访谈,我们发现那里制定的体育文化有助于从新冠危机期间或之前形成的精神不健康中恢复过来。这种恢复是在体现运动的新模式中产生的,通过空间中产生的关系,以及在滑板场培养的集体社区伦理。在大流行期间,从日常生活中暂时停下来,为我们所说的女权主义关怀伦理创造了一个集体批判性反思、治愈和更新的空间。我们认为,这种伦理与日益增长的对学校教育的期望和“强化的少女时代”形成鲜明对比,这些期望和“强化的少女时代”已经成为性别化日常生活的特征,因此代表了这些年轻人希望和康复的另一种教学法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
Pedagogy Culture and Society
Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.60
自引率
10.00%
发文量
40
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.
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